PERCEPTIONS OF STUDENTS TOWARDS THE USAGE OF EDUCATIONAL RESOURCES IN TEACHING AND LEARNING BIOLOGY IN SECONDARY SCHOOLS IN ONDO STATE

This study investigated students' perceptions regarding the use of educational resources in teaching and learning biology in senior secondary schools within Akoko South West Local Government. The problem addressed is the potential disparity between available and utilized resources, particularly the integration of modern tools, and their impact on student understanding and academic performance. The research aimed to identify resource availability, assess student perceptions of adequacy and utilization, evaluate effectiveness on understanding and performance, and pinpoint hindering factors. Four research questions and two hypotheses guided the study. A descriptive survey design was employed, involving a sample of 200 biology students from ten secondary schools in Ondo State, selected through multi-stage random and purposive sampling. Data were collected using a structured questionnaire, "Questionnaire on Students’ Perceptions on Educational Resources in Biology (QSPERB)," utilizing a four-point Likert scale. The instrument's validity was confirmed by expert review, and its reliability was established via a test-retest method, yielding a Pearson Product Moment Correlation coefficient of 0.82. Data analysis involved descriptive statistics (mean, frequency, percentages) and inferential statistics (Pearson correlation) at a 0.05 level of significance. Findings revealed that traditional resources like visual diagrams (X ̅=2.94) and laboratory equipment (X ̅=2.89) are more prevalent than modern tools such as projectors (X ̅=2.05) and computers (X ̅=2.22). Students generally held a moderately positive perception of resource adequacy and utilization (Grand Mean=2.70), particularly for online platforms (X ̅=2.80) and visual aids (X ̅=2.80). While resources were perceived as effective for understanding concepts (Grand Mean=2.39), direct impact on academic performance was less clear. Hindering factors included financial constraints (X ̅=3.18), restrictive policies X ̅=3.11), insufficient textbooks (X ̅=3.07), and overcrowded classrooms (X ̅=3.06). Hypothesis One indicated a significant positive relationship between resource availability and perception of usage (N=200, r=.571, p