Difficulties in Teaching Biology Curricula in Secondary Education from the Perspective of Teachers in the City of Nalut, Libya

Abstract

The research aimed to identify the difficulties facing teachers in teaching biology in secondary

schools in Nalut city, Libya, from their point of view. The descriptive analytical approach was

used, including a questionnaire tool prepared to achieve the research objectives. The

questionnaire focused on 6 axes derived from previous studies. The research community

consisted of all biology teachers in the city and (21) teachers responded to represent the research

sample. After conducting statistical analyses, the research results showed that (3) axes obtained

an average response degree, arranged in descending order as follows: the axis of difficulties

related to the curriculum, then the axis of difficulties related to the student, followed by

difficulties related to educational tools. As for the remaining axes, they obtained a low response

degree, and they are as follows: the axis of difficulties related to teaching methods, followed

by the axis of difficulties related to assessment, and finally those related to the teacher. The

most prominent findings of the research are that teachers face difficulties in teaching biology

in secondary schools in Nalut, the most important of which are: the lack of training courses

targeting teachers, students memorizing biology without understanding it, parents not following

up with their children in school, the lack of requirements for applying modern teaching methods

for biology, the large content of the textbook and its unsuitability for the time allocated to it,

the lack of biology laboratories and if they are available, they are not equipped in a way that

meets the needs of the subject.