The status of biology teaching and learning materials in selected central regional schools, Ghana

Abstract This paper investigated constraints associated with biology teaching and learning materials in selected schools in the Central Region of Ghana. The purpose of this study was to evaluate the classroom implementation of biology curriculum. A cross-sectional descriptive survey design was used for the study. The target population comprised 187 biology teachers and 7790 second year biology students in all the 58 public senior high schools that offered elective biology during the 2016/2017 academic year. The accessible population however consisted of 4500 second year biology students drawn from 21 schools. The final sample comprised 106 biology teachers and 354 biology students. Factor analysis was used to perform inferential analysis and draw conclusions on the research questions. Resources for teaching and learning biology was inadequate in all schools visited. Most teachers did not organise practical activities regularly and this affected some profile dimensions suggested by the teaching curriculum. It is recommended that only qualified and experienced teachers should be employed to handle senior high school students in order to build a good and strong foundation for them.

John Ekow Mbir Amoah, read Bachelor of Science Education (Biology major and Chemistry Minor), Master of Philosophy in Science Education and Doctor of Philosophy in Science Education (Biology option) all from the University of Education, Winneba. His areas of expertise are Improving Students biological drawings and Science teachers' In-service needs. His PhD research was in biology curriculum implementation in Senior High Schools. He is also an astute examiner, since 2013. His teaching career spans a period of two decades in pre-tertiary institutions in Ghana. He's currently a lecturer at the Department of Biology Education, University of Education, Winneba.

PUBLIC INTEREST STATEMENT
This paper intends to highlight on teaching and learning of biology in senior high schools in the central region of Ghana. The study area was chosen because of the rich history of education it has; Central Region is the cradle of education in Ghana. This paper tends to highlight on how teaching and learning with its' resources in biology is carried out in most senior high schools.

Introduction
Education, is not a commodity and must not be for sale to the highest bidder nor should it be privatized (Dagbandow, 2022). Science education is very important to the development of any nation. The advances in science and technology have influenced the rate of economic development of nations, improved the quality of life in most parts of the world, and provided solutions to some major problems and needs of societies (Anderson, 2007). The impact of science and technology is felt on education, health, nutrition, transport and communication. Our continued existence depends on our ability to harness scientific and technological knowledge to solve practical human problems.
In view of this, Ghana has made science a core component of the school curriculum, which would produce scientifically literate citizens, who can make informed choices in their personal lives and approach challenges in the workplace in a systematic and logical order. They also need to become competent professionals in the various scientific disciplines, who can carry out research and development at the highest level (Ministry of Education [M. O. E.], 2010).
The biology curriculum has been designed to help students solve basic problems within their immediate environment through analysis and experimentation, and also to develop scientific approaches to the solution of personal and societal (environmental, economic and health) problems (Ministry of Education [M. O. E.], 2010).
Additionally, the curriculum is meant to help students develop practical skills required to work with scientific equipment, biological materials and living things; collect, analyse and interpret biological data; and also, to present data graphically (Ministry of Education [M. O. E.], 2010). More so, students are to be aware of the existence of interrelationships between biology and other scientific disciplines and sustain their interest in studying biology. Again, students are to appreciate and understand the interrelationships between organisms and themselves, and with the environment. Students are to recognize the value of biology to society and use it responsibly to develop a sense of curiosity, creativity and critical mindedness as well as providing a foundation for those who will develop a career in the biological sciences (Ministry of Education [M. O. E.], 2010).
The teaching of biology is to be student-centred and activity oriented. The teacher is to act as a facilitator. For effective teaching and learning in this course, it is recommended that the school should establish a small botanical garden, animals in a cage, fishpond and insects in a cage. Video clips could also be shown where these are available. Again, it is important that classroom teaching be supplemented with field trips wherever appropriate. The provision of well-equipped laboratories would enhance teaching and learning biology (Ministry of Education [M. O. E.], 2010). This is line with UNESCO's SDG 4 which categorically states that "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" (UNESCO, 2016).
A number of factors have been identified to be responsible for the poor performance in science from the various studies conducted in Ghana. These include the lack of motivation for most teachers, poor infrastructural facilities, inadequate textual materials, and the negative attitudes of students to learning and the lack of teaching skills of the teachers (Acquah et al., 2013).
In September 2017, the Ministry of Education achieved a major milestone with the implementation of the Free Senior High School program (Ministry of Education [M. O. E.], 2017). The lack of textbooks since the introduction of the new curriculum by National Council for Curriculum and Assessment (NaCCA), the situation can be described as pathetic. The issue has made education more expensive for pupils in public schools since the provision of books have been left to "education business individuals". This is a tragedy in our education delivery in Ghana, (Dagbandow, 2022).
Teachers attribute poor performance of biology students in schools to improper utilization of laboratory equipment. Lack of adequate supply of science equipment and improper management and utilisation of available equipment in teaching is what leads to the low achievement in science. Studies in Ghana by Dzieketey (2010) and Ahorlu (2013), focused on problems encountered during practical lessons in integrated science and biology respectively. Shortage of instructional resources in our senior high schools was not new. What seems to be the practice is that some teachers have not been able to utilize the available resources and by implication, these resources were wasted (Ahorlu, 2013).

Research questions
The main research questions that directed the investigations in this study were; • How often do biology teachers employ the use of curriculum materials in lessons?
• What resources are available for the teaching and learning of biology in the selected senior high schools?

Literature review
Resources according to this study include financial, human, material and infrastructural facilities. The human resources include the biology teachers both trained and untrained (professional and non-professional), laboratory technicians, laboratory assistants and laboratory attendants. The material resources also include equipment, apparatus, glassware, herbarium, chemicals, preserved specimen, models (human parts, organisms, skeletal system etc.) and biological charts. Also, the material resources play an integral role in the teaching and learning of science as they serve to stimulate thinking, make learning enjoyable, interesting, exciting and concrete. The infrastructural facilities include biology laboratory, preparation rooms, storerooms and ancillary rooms. Achimagu (2006), classified resource materials into classroom/laboratories equipment/chemicals and textual/audiovisual materials. Resources or facilities according to Udo (2006) refer to facilities that can be used to enhance or improve educational programmes and promote teaching and learning. Science laboratory resources/facilities can be human or material (Kankam, 2013). The human resources has to do with personnel such as lecturers/teachers, laboratory technologist/ assistants and students. The science laboratory material resources are those materials available to the science teacher for teaching and learning. These include textbooks, computers, thermometers, fire extinguishers, first aid kits, oven, incubators, chalkboards, model/mock-ups, television, radio and other electronic devices (Kankam, 2013). Sources of financial resources are through the schools' internally generated funds (IGF), Parent Teacher Association (PTA), Old Students Associations (Alumni), and Government through the Regional or District Offices.
Science is "doing" and involves regular hands-on practical work for learners to develop scientific literacy to face global challenge (Millar, 2004). The teaching of biology should be studentcentered and activity-oriented whilst the teacher acts as a facilitator (Asare, 2010). Biology being a natural science can be studied both indoor and outdoor as most biological specimen are plants and animals, which abound in the environment. However, some laboratory equipment and materials may not be found outside the laboratories such as reagents, equipment and charts. Hence, there is the need to have a well-stocked laboratory with available and adequate equipment and materials. For science teachers to play their roles in teaching science most especially biology, laboratory facilities should be available and used appropriately to improve the performance of students.
The process of managing and organizing resources is called resource utilization. The utilization of resources (laboratory facilities) in education brings about fruitful learning outcomes since resources stimulate students learning as well as motivating them (Asare, 2010). Empirical studies conducted in relation to resource utilization in education have revealed that essential facilities were not always available in the schools. This inadequacy of teaching resources has been of serious concern to educators (Kennedy, 2009). Lyons (2002) stated that learning is a complex activity that involves interplay of students' motivation, physical facilities, teaching resources, skills of teaching and curriculum demands.
Methods employed by teachers to teach science and biology subjects in primary and secondary schools (senior high schools) respectively are to a very large extent influenced by the kind of resources and facilities available in the school. In general, where resources and facilities such as textbooks, laboratories, chemicals, tools and equipment, teaching aids, stores, offices etc. are inadequate, the teaching approach tends to be teacher-centered. The teacher who lectures, gives notes and demonstrates the practical aspects of the lesson heavily dominates this type of approach. The students remain passive participants, expected to listen and observe only. The teacher, therefore, is the sole source of knowledge for the students. A teaching approach that centres on the teacher is bad for science teaching and learning and soon kills the interest of students in the subject (Effah, 2014). This was clearly observed by the researchers during the routine data collection process.
But where facilities and resources were available, a qualified and motivated science teacher will deploy learner-centred approaches. Such an approach emphasizes practical activities and the students are involved in practical hands-on-activities. This approach stimulates curiosity, imagination and critical thinking. It keeps the lessons exciting and captivating to the young people (Asare, 2010). The senior high school biology syllabus from the West African Examinations Council (WAEC) emphasise the acquisition of scientific skills (e.g., accurate observation, measurement and recording), laboratory skills as well as scientific attitudes (e.g., Concern for accuracy, objectivity, integrity, initiative etc.). It is therefore expected that students would go through practical work in preparation for the final WAEC science practical examinations. With the provision of science resource centres, it was also expected that students in disadvantaged schools would have the opportunity to undertake practical activities. However, a variety of specific students' weaknesses in the practical examinations reported by the Chief Examiners cast serious doubts on senior high school students' involvement in practical activities in the schools. It thus appeared that students were either not taken through practical activities or did not take them seriously (Owiredu, 2012). Hitherto to that, the researchers reported similar occurrences' when visiting the schools in the region.
According to Amos and Boohan (2002), audio-visual materials assisted in bringing the real world to learners and utilising the use of sound and video can do these. Nayar and Pushpam (2000) observed that through the integration of appropriate media in the curriculum, learners' achievement received significantly higher learning outcomes. Using appropriate audio-visual materials in science teaching and learning assist even slow learners to understand scientific concepts (Nayar & Pushpam, 2000). McSharry and Jones (2000), saw the enactment of scientific processes as vital in ensuring active and experiential learning. This is in line with Vygotsky's social constructivist theory. In all instances, effective teaching and learning of science through the utilisation of appropriate approaches and techniques is only possible where resources were available (Asare, 2010). We hereby agree to the statements made to buttress our claims of what is actually happening in the schools.
The importance of practical work cannot be overemphasised. Learners' involvement in practical activities in laboratories enable them to better understand scientific processes. The issue of the importance of a laboratory in science teaching, therefore, cannot be overemphasised. In a laboratory and with the relevant material and equipment, learners are provided with the chance to actively learn science, which is by nature investigative (Tobin, 1990).
In conclusion, learners' active involvement in science learned is further emphasised by Osborne and Collins (2000), who argued that learners construct meaningful scientific knowledge and investigative processes by being actively involved in science knowledge construction. Similarly, Orji (2006), noted that the availability and proper use of relevant materials such as library materials and science laboratory equipment had a positive influence on learner performance and ultimate attainment.

Methodology
The study employed a cross-sectional descriptive survey design. This method was used to: • Obtain a variety of information on biology teachers and how they implemented the curriculum in the classrooms.
• Make generalisations about a population from the results of a sample and to gain a deeper understanding of the phenomena of interest.
• Achieve a higher degree of measuring current attitudes or practices.
• Overcome the deficiencies of single method studies by using more methods of data collection (triangulation).

Population and sampling procedure
The target population comprised 187 biology teachers and 7,790 second-year biology students enrolled in 58 Senior High Schools of the Central region, Ghana in the 2016/2017 academic year. Biology teachers and second year biology students formed this population since they would not be focussing on writing their final examination and also might have covered a substantial amount of the biology curriculum. The accessible population consisted of 4,500 second-year biology students from the twenty-one (21) schools visited. The final sample of this study comprised 106 biology teachers; 354 biology students drawn from 21 schools. The sample size for this study was determined using (controlling any sampling error that may arise during selection) a table by Krejcie and Morgan (1970).
Multi-stage sampling technique was used to obtain a sample of 354 second year biology students. The schools were categorised into grade(s) A, B and C schools by the Ghana Education Service based on facilities and schools' performance in national examinations organised by the West African Examinations Council. Some of the schools were co-educational (mixed) while others were single sex schools.
Simple random sampling technique was used to select student respondents from six single-sex schools. Stratified sampling technique followed by proportionate simple random sampling was also used to select student respondents from fifteen co-educational (mixed) schools. Students were first stratified into male and female and proportionate simple random sampling technique was also used to select both male and female students to form the study sample.

Instrumentation
The modified version of the Barbados workshop instrument used by Eminah (2007) was adapted. The instrument was made up of three forms namely form 1, form 2 and form 3. Form 1 was used to code the behaviour of a group of students, activities throughout the lesson by the observer ticking in a box opposite the categorized behaviour within a time interval of two minutes. Form 2 was used to code the behaviour of the teacher (excluding his/her movements). Form 3 was blank and the researcher was to code the teachers' movements in class.
A questionnaire titled "Evaluating Classroom Implementation of Senior High School Elective Biology Curriculum Questionnaire" (ECISHSEBC), a structured interview and observation was the final technique to end the data collection procedure. The questionnaire was specifically for teachers and students comprising of four sections (A, B, C and D), where section A involves the demographics or bio data of the respondents. Sections B was made up of 7 and 8 items followed by a five-point Likert scale with the students' and teachers' questionnaire respectively. Section C was made up of 11 items distributed among a five-point Likert scale for the students' questionnaire whilst 6 questions were raised with mixed possible answers in the teachers' questionnaire. Sections D was made up of three questions with closed-ended and open-ended options in the students' questionnaire whilst two questions were raised in the teachers' questionnaire one-closed ended and the other open-ended.
The items in the student's questionnaire were structured. This was meant to enhance the analysis of the data and to exclude irrelevant responses from the respondents. All the questions were open-ended comprising 8 questions in both the students and teachers interview respectively.

Document analysis
The study obtained documents such as biology syllabus, timetable, students' biology handouts, students' exercise books and scheme of work from the heads of science departments or the teachers of the biology programme. These documents were collected to help structure a routine for data collection and also find out how teachers in Senior High Schools implement the biology programme.

Data collection procedure
In order to ensure reliability in an uncontrolled environment, the respondents were informed that the questionnaire and questions are not tests and that their responses were not going to be used to change their status or affect their promotion(s). Questionnaires which were not instantly collected by the researchers was carried out at later dates.

Data analysis
Both descriptive and inferential statistics were used to analyse the data. Microsoft Excel and The Statistical Package for Social Sciences (SPSS version 22.0) were used by the researcher to analyse the data. The means, frequencies and standard deviations were calculated using the descriptive statistics function of the software and were presented as tables. The results were thoroughly explained with tables used to answer the research questions.

Ethical and logistical consideration
Ethical considerations included confidentiality of information, names and sources. The researcher encouraged voluntary participation, arising from informed consent. To access the required information, permission was sought from the relevant authorities such as the National Council for Curriculum and Assessment (NaCCA) of the Ghana Education Service (GES), Regional Director of Education, Central Region, Heads of the senior high schools, teachers and students who formed the integral aspect of this study.
Special emphasis was laid on confidentiality or anonymity of questionnaires and interviews in case of sensitive or gazette data. Permission was also sought for the use of the respondents (teachers and students) voice recordings which were transcribed.

Results
Resource availability in the surveyed schools is presented in Table 1. From the table, 72.4% of the respondents agreed that their schools had a laboratory for the teaching of biology with a mean agreement of 3.71 (SD = 1.56). Also, 60.0% of the respondents agreed that there were adequate reading materials available to the students to enhance the study of biology with a mean agreement of 3.39 (SD = 1.42). Again, 44.1% of the total respondents agreed that teachers in the school had the opportunity to receive professional upgrading towards the teaching of biology with mean agreement level of 3.30 (SD = 1.23). These results have been summarised in Table 1. Assessment to verify if the data was suitable for factor analysis indicated that, the main issue of concern was the strength of the relationship among the variables or items for indicators of outcomes of resource for teaching biology. Thus, Kaiser-Meyer-Olkin Measure (KMO) of Sampling Adequacy and Bartlett's Test of Sphericity were used. From Table 2, the KMO of .825 and a Bartlett's Test of Sphericity being statistically significant at 0.05 support the factorability of the data set (Dampson & Ofori, 2011). Meaning, factor analysis was appropriate for extracting the latent factors for indicators of outcomes of resources for teaching biology. These results have been summarised in Table 2.
After assessing the factorability of the data on indicators of resources for teaching biology in schools, a decision was made concerning the number of factors to extract. However, Kaiser's criterion or Eigen value rule was used to decide on the number of factors to extract. Thus, two factors, which explain 67.453% of the variation of perceived outcomes of resources for teaching biology in schools with greater eigenvalues, were to be extracted to represent the indicators of the outcomes of resources for teaching biology in schools. Thus, two latent factors would be extracted to represent perceived outcomes of the resources for teaching biology in schools. These results have been summarised in Table 3.
From Table 4, results showed that 94.3% used the Biology for Senior High School textbook by the Ghana Association Science Teachers (GAST) for teaching and learning biology and 4.7% used the Modern Biology textbook for teaching and learning biology. Also, only one respondent representing 0.9% used Functional Approach textbook for teaching and learning biology. Moreover 83.0% indicated that they had a current syllabus for use in their school whiles 17.0% indicated that they did not have the current syllabus for use in their school.  Table 4 further examined how accessible the biology curriculum was to the teacher. There were indications that 63.2% had a copy of the syllabus. Also, 23.6% and 13.2% used the GAST textbook in place of the syllabus and some teachers always had a copy available for reference. None of the respondents indicated that they did not teach without reference to the syllabus. Moreover, 54.7% of the respondents stated that the content of the biology syllabus available to the teachers was partially in line with the recommended textbooks followed by 40.6% indicating that the contents were completely in line with the recommended textbooks. Finally, 4.7% of the respondents also indicated that the contents of the biology syllabus were not in line with the available recommended textbooks.
The interview schedule was used to find out whether the respondents' schools were well equipped with both human and material resources for the teaching of biology. From Table 5, the responses showed that some schools were privileged to have both human and material resources this was indicated as 39.6% in grade A schools. For the next category of responses thus, human resource and material resource were 30.2% in grades B and C schools respectively.
In another instance, responses, from 354 students were also collated and analysed. Students were asked whether they had a laboratory for biology lessons. From the results in Table 6, 62.1% of students indicated that they had biology laboratories in their school for the organisation of practical lessons. Also 37.9% of the students indicated that there were no biology laboratories in their schools.
In another vein, 354 students interviewed were asked if they had a laboratory for biology lessons, they were then asked to indicate how often they went there for practical lessons. The responses have been collated in Table 7. About 43.5% of students indicated that their teachers did not conduct practical lessons for them, but 22.6% of students stated that they were taken through some practical lessons once in a term. Also 21.2% of students indicated that they had biology practical lessons monthly, whilst 7.1% of students indicated that they had their practical lessons fortnightly. A rather small number of 5.6% stated that they had biology practical lessons weekly.
Finally, biology students were asked if they had laboratory technicians in their schools. About 63.6% of the students indicated absence of laboratory technicians in their schools. Then (36.4%) of the students indicated that laboratory technicians were in their schools Table 8.

Discussion
According to this study, science laboratory resources/facilities could be human or material. The human resources had to do with personnel such as lecturers/teachers, laboratory technologist/assistants and students. The science laboratory material resources were those materials available to the science teacher for teaching and learning. They included textbooks, computers, thermometers, fire  extinguishers, first aid kits, oven, incubators, chalkboards, model/mock-ups, television, radio and other electronic devices (Kankam, 2013).
In Kenya, a study conducted revealed that achievements in national school examinations were influenced by the kind of school one attended, and the availability of resources in the school (Mucherah, 2008). This is not very different in Ghana, where achievements of senior secondary school (S.S.S.) elective science students in biology appear to be determined by the kind of school one attends. This is because results released by the West Africa Examinations Council (WAEC) in biology have consistently indicated that, schools that are well equipped with science laboratories, textbooks, and qualified science teachers tend to produce better results while poorly equipped schools perform poorly in the subject (Addae-Mensah, 2000). It has also been noted that some schools with all these facilities do perform poorly in the subjects during WAEC examinations (Addae-Mensah, 2000).
Empirical studies conducted in relation to resource utilization in education have revealed that essential facilities were not always available in the schools. This inadequacy of teaching resources    has been of serious concern to educators (Kennedy, 2009). Lyons (2002), stated that learning is a complex activity that involves interplay of student's motivation, physical facilities, teaching resources, skills of teaching and curriculum demands. The utilization of resources (laboratory facilities) in education brings about fruitful learning outcomes since resources stimulate students learning as well as motivating them (Asare, 2010). On the other hand, and from the results gathered, non-availability of resources does not enhance effective teaching and learning of biology.
Results from Table 1, showed that 72.4% of the respondents agreed that their schools had a laboratory for the teaching of biology with a mean agreement of 3.71 (SD = 1.56). Also, 60.0% of the respondents agreed that there were adequate reading materials available to the students to enhance the study of biology with a mean agreement of 3.34 (SD = 1.42). Again, 44.1% of the total respondents agreed that the teachers in the school had the opportunity to receive professional upgrading towards the teaching of biology with mean agreement of 3.30 (SD = 1.23).
Sources of financial resources were through the schools' internally generated funds (IGF), Parent Teacher Associations (PTA), Old Students Associations (Alumni), and Government through the Regional/Metropolitan/Municipal or District Education Offices. The human resources included the biology teachers trained and untrained, laboratory technicians, laboratory assistants and laboratory attendants. The material resources also included equipment, apparatus, glassware, herbarium, chemicals, preserved specimen, models (human parts, organisms, skeletal system etc.) and biological charts. The infrastructural facilities included biology laboratory, preparation rooms, storerooms and ancillary rooms.
From Table 4, the results indicated 94.3% used the Biology for Senior High School (GAST) for teaching and learning biology and 4.7% were using Modern Biology for teaching and learning biology. Also, only one (1) respondent used Functional Approach for teaching and learning biology. However, 83.0% of the respondents indicated that they had a current syllabus for use in their school whiles 17.0% indicated that they did not have the current syllabus for use in their school. So, majority of the schools had a copy of the current syllabus to teach biology in the senior high schools. In that vein, there was no excuse whatsoever for biology teachers not to use the biology curriculum judiciously. Sazi (2013) stated that instructional resources include both human activities and material(s): without human resources, teaching and learning of practical skills would not take place effectively. On the other hand, human resources would not alone communicate learning. So, it is of paramount importance to include material resources to the human resources to enhance effective teaching and learning of biology. Analysis of data from the interviews of the teachers revealed that some schools were privileged to have both human and material resources to an extent, from Table 6, this was indicated as 39.6% in Grade A schools and 30.2% in Grades B and C schools respectively.
In another instance, responses from students were also collated and analysed. Students were asked whether they had a laboratory for biology lessons. From the results in Table 6, students' responses indicated that 62.1% had biology laboratories in their schools' for conducting practical lessons and 37.9% of the students indicated that there were no biology laboratories in their schools. A paramount suggestion from the biology curriculum clearly states that the teaching of biology was to be student-centred and activity oriented. So, without biology laboratories it will be quite a difficult task to achieve the stated goals of the biology curriculum.
In another vein, some students interviewed were asked if they had a laboratory for biology lessons, they were then asked to show how often they went there for practical lessons. Results from Table 7 indicated that 43.5% of students indicated that their teachers did not conduct practical lessons for them, 22.6% of students also stated that they were taken through some practical lesson once in a term. Also, 21.2% of students indicated that they had biology practical lessons monthly whilst 7.1% of students indicated that they had their practical lessons fortnightly. A rather small proportion of 5.6% stated that they had biology practical lessons weekly. This goes to buttress the Chief Examiners reports over the years with regards to the fact that "candidates are not having adequate practical work as shown by the answers been provided". There is therefore the utmost need to conduct frequent practical lessons to enhance students' learning of biology as prescribed by the biology curriculum.
Biology students were asked if they had laboratory technicians in their schools. It was found out from their responses that 63.6% of students indicated that there were no laboratory technicians in their schools. Again, 36.4% of students indicated that laboratory technicians were in their schools as displayed in Table 8. Trained laboratory technicians should be evenly posted to all categories of schools to assist biology teachers in the organisation of practical lessons.
It was also observed that four of the schools in category C, in this study, did not have proper laboratories for practical work in biology. More so, there were only few biology laboratory technicians/assistants in some of the selected Senior High Schools. In most of the schools where laboratory technicians/assistants were present, students were not allowed to practise or manipulate equipment in the laboratory at their free time (spare time). Some of the reasons cited by the schools' authorities for not allowing the students to practise and manipulate equipment in the absence of the teachers and the laboratory technicians/assistants were that students might either steal some of the materials or misuse them (Todzro, 2010).
Again, most of the senior high schools selected have science laboratories, but these laboratories were in most cases used for theory lessons rather than practical activities. This was because such laboratories were ill equipped with materials and equipment necessary for practical lessons, all these formed part of the main contributions with regards to this study. According to Ackon (2014), when materials are provided to meet the needs of a school system, students would not only have access to reference materials but the individual students would learn at their own pace to increase their academic performance.
Due to the lack of financial resources (imprest), most of the schools visited could not make provision for the construction of fishponds, plans to visit experimental/commercial farms or agricultural research institutes, forests and game reserves, man-made lakes, scientific and manufacturing organisations, seashores and hospitals as specified by the biology curriculum. This hindered the organisation of weekly biology practical activities as suggested by the biology curriculum. In view of these constraints, some biology teachers felt reluctant to use their scarce financial resources to conduct practical.

Conclusion and recommendations
From the data gathered, all categories of schools indicated insufficient supplies of resources for effective teaching and learning of biology from the Ministry of Education and Ghana Education Service. Results from the discussion clearly indicated that facilities; materials and human resources in grades A and B schools were somehow adequate but those in the Grade C schools were inadequate.
The government should also supply basic resources to schools through special funds. It is hereby recommended that the Ministry of Education (MOE)/Ghana Education Service (GES), provide adequate resource materials to meet the curriculum prescriptions. It is also recommended that biology teachers always use the triple/double periods allocated on the timetable for laboratory activities. Supervision of the sciences and biology in particular should not only focus on the coverage of scheme of work and weekly lesson plans as recorded by the teachers.
Biology teachers should always use their immediate environment to teach as it contains a lot of material resources for effective teaching of the concepts in the subject. The functionality and duration of equipment should be taken into consideration so as to utilize it judiciously. There is need for organizations, government, Parent Teacher Association, Voluntary Organizations and Philanthropists to join hands in procuring necessary biology materials and resources in senior high schools. Biology teachers should set up simple aquarium, vivarium and botanical gardens in schools per the curriculum prescriptions.

Areas for further research
• Investigate into the professional competence of biology teachers in Senior High Schools in Ghana.
Other researchers' can also pick up the mandate of looking into the professional competence of biology teachers and their daily activities in the various schools in Ghana.

• A study of the effects of non-professional biology teachers in Senior High Schools in Ghana.
Researchers can also compare the effects of non-professional teachers to professional teachers and justify their inclusion in teaching biology.
• An assessment of the support services and capacity enhancing activities required by Senior High School biology teachers.
Also, there is not enough literature on the support and capacity enhancing activities required by biology teachers. Researchers' can equally investigate that.