Vol. 3 - 2026
The study investigated Biology teachers' teaching practices and their influence on the environmental awareness and sustainable behavior of secondary school students in Osun State, Nigeria. Descriptive survey research design was used. The population consisted of SS II Biology teachers and students in Osun East Senatorial District of which 8 Biology teachers and 170 students were selected using the multistage sampling technique. The validated Biology Teachers' Teaching Practices, Environment Awareness and Sustainable Behaviour (BTTPEASBQ) and Biology Students' Environmental Awareness and Sustainability (BSEASQ) were used to collect data. Descriptive statistics and multiple regression analysis were used for data analysis. The findings showed that pollution and climate change were regularly addressed in the lessons taught by Biology teachers, and that teachers were encouraging environmentally responsible behaviour among their students. Students were aware of environmental issues and environment friendly behavior, especially waste disposal, conserve water, save energy and reuse materials in high level. Regression analysis revealed that, there is a significant relationship between the pedagogical practice of Biology teachers and students' environmental awareness (R = 0.642, R² = 0.412) and their participation in sustainable activities (R = 0.464, R² = 0.216). The teaching activities which fostered sustainable behavior and active involvement from the students had the strongest impact on environmental consciousness. It was concluded that effective and participative teaching and learning of Biology can have a significant contribution in developing environmental awareness and sustainable behaviour among secondary school students.
Biology Education, Pedagogical Practices, Environmental Awareness, Sustainable Behaviour
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