CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

It has been said that a people without a history is a people lost.

Knowing about the past is an important aspect of human life. There are
many repositories of history which include historical works, ancient tomes,
religious manuscripts and archaeological artifacts. One of the most often
disregarded is the place of history in education outside of the arts and
humanities, and this has led to a neglect of its place in the sciences.
Museums are essential institutions with such obligation as nurturing,
safeguarding and handling diligently over from one generation to another
artifacts or stories in history. Most people regard museums as places where
ancient historical artifacts are collected and catalogued for preservation, and
usually overlook the fact that there are museums which have extensive
collections of scientific artifacts of historical significance. Derived from the
Greek word “Mouseion” which refers to the temple or house of Muses,
museums are beyond the building structures, but the content of a museum is
the heritage and wealth of the people.
Muses in ancient Greek and Roman mythology are the goddesses of
art and sciences. The word museum was first adopted for a library research
institute in Egypt and it was the museum of Alexandria in 200BC. The first
public museum was established at Oxford University in 1863. An English

1
scholar, Elias Ashmole, originally owned the museum; it was built for the
collection of objects of curiosity (curios). Pressure groups known as
Museum Movements (M.M) agitated for public Museum in Europe in
1700AD and their crusade and pressure spread across the entire European
Continent. This led to the establishment of the National Museum of Ireland
in 1731AD.In 1750, the French government bowed to pressure groups and
consequently established a Museum specialized in collection and displaying
of royal exhibits only. In 1759AD, the British government built a museum in
Bloomsbury, which exhibited plant specimen and objects. With this
development, the Charleston Library Society opened the first Museum in
America in South Carolina in 1753 (Oruche, 2002; Okpoko, 2002).

1.2 Statement of the Problem

The use of the word museum in Nigeria evokes images of buildings with
galleries holding exhibitions of ancient artifacts. What most people do not
realize is that there are educational museums which are of value to the scientific
community. These are the herbarium, animal garden and animal museum. It has
been observed that many schools in Nigeria lack the aforementioned facilities, or
at best have only rudimentary structures in place. This is not confined to primary
and secondary schools but, surprisingly, even tertiary institutions have the same
problem. This has led to students learning a theoretical mode of science concepts
without a physical back up of evidence.

The lack of knowledge of what a scientific museum is and its functions

and uses for the science student is worrisome. This is a trend which has dogged

2
students of various higher institutions in Nigeria. This situation is alarming and
calls for serious attention and immediate action.

1.3 Objectives of the Study

The aim of this study is to examine the knowledge of the importance of museums
to Biology students. Specifically, the study seeks to:

1. Determine the level of knowledge of the importance of museums in

education to Biology students.
2. Find out the challenges of locating and utilizing museums that Biology
students face.
3. Ascertain the prospects of having museums for use by Biology students.

1.4 Research Questions

The following research questions guided the study:

i. What is the level of knowledge of the importance of museums

in education to Biology students?
ii. What challenges do Biology students face in locating and utilizing
Biology museums?
iii. Are there prospects of museums being available for use by biology
students?
1.5 Scope of the Study

The research focuses on the importance of museum to Biology students

in Kaduna State College of Education, Gidan Waya.

3
1.6 Significance of the Study

This research is important because it will contribute but the following

ways:

i. Bring to the awareness of education policy makers the need to

have Biological museums in schools at all levels.

ii. The interest of students in studying Biology will be aroused.

iii. Teaching and learning of Biology will be more meaningful as it

will not be a mere theoretical exercise.

iv. There will now be evidence of what is being taught in the class to
which students and teachers may fall back on.

v. The findings of this research will show the need for the
preservation of both live and preserved specimens.

vi. Future generations will have a historical record of flora and fauna,
both normal and exotic.

4
 CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter is a compilation of what the researchers reviewed on
the issue of Biological museums and their importance to the teaching and
learning of Biology. The information was obtained from textbooks,
journal articles and the internet. The chapter is discussed under the
following subheadings:
2.2 Conceptual Clarification
A museum is defined as a non-profit making permanent institution, in the
service of the society and its development and open to the public, which
acquires, conserves, communicates and exhibits, researches for the purpose of study,
education and enjoyment, material evidence of man and his environment (Falon,
2008). The American Association of Museums defines a museum as “An
organized and permanent, non-profit institution essentially educational or
aestheticin purpose, with professional staff which owns and utilizes tangible
objects, earns for the man exhibits them to the public on some regular schedule”
(AAM,2004). A museum is a service provider for the spread of knowledge. The
educational activities within the museums provide a great variety of methods
through which people can receive insights into and enjoyment of collections.
The presence of objects that do not know the boundaries of Language and
literacy helps museums to be in an advantageous position compared to other
public service agencies, to serve as a socially relevant agency for the education and
development of the community. The descriptions of museums given above lay

5
most of the emphasis on its function as an educational facility.

2.3 The Advent of Museums in Nigeria

The advent of museums in Nigeria cannot be separated from the

ancient culture of palaces and shrines, where artifacts and precious works of
art are kept. These were discovered to form part of the origin of museums in
Nigeria. In the ancient times, Kings commissioned artists who made
important artistic pieces that symbolized the way of life of the people and
retaining their religions, social or political life. All of these have contributed
to their cultural heritage and preservation background. An observation on the
diversified cultures of the Nigerian people revealed that there had been an
initial system of presentation and preservation of the objects that projects the
cultural existence in creative artifacts. These were in the king’s palaces and
shrines of the people. (Fagg 1982)
A major influence that instigated the preservation of cultural heritage
fashioned towards protecting the rich Nigerian arts was accelerated by the
western invasion of the British, which gave the opportunity for Nigerians to
further developed the institution that protects their rich artifacts and cultural
heritage. Nigerians were encouraged by the astonishing interest shown by
the colonists in their works of art, which further gave those reasons to place
better value on them. Colonization gave the opportunity for Nigerians to
travel to the western world, which further enlightened them to the essence of
protecting works of art in Nigerian museums, by virtue of the western
influence, the operational responsibility of the institution responsible for the

6
preservation of the art, of the people increased from merely safe-keeping and
functional religious purpose, to an income earning, and providing job
opportunities.
The development of museums in Nigeria is not complete without the
development of the Nigeria art, which preservation forms the bases that
further necessitated the development of museums. The origin of cultural
resource development and control, which was regarded as the National
Museum Services in Nigeria, dated back to 1927 was credited to Kenneth C.
Murray, a British colonial art teacher. Murray established the first National
Museum for conservation of Nigerian artifacts in Jos in 1943. It was
followed by the Esie Museum in 1944 and Ife in 1955. The National
Museum of Antiquities at Onikan Lagos was established in 1957 as a cross-
cultural museum. It houses various examples of artifacts from different parts
of the country. These include Ife bronze and terracotta heads, Nok terracotta,
Ugbo-Ukwu Bronze, Benin Brass Plaques and Ivories, Oron Stone
Monoliths, Ibibio Marks and Costumes. The establishment of Jos Museum
according to Ayansola (2001) served, as a revelation to other areas in
Nigeria for the establishment of museum is in order to keep local artifacts,
which was carelessly handled, stolen and given out to foreign travelers at
ridiculously low prices. Some of these artifacts serve as resource materials
for historiological, archaeological and anthropological research works. With
the establishment of these Museums in Nigeria, it provided career
opportunities for artists, and the importance of conservation was opened to
Nigerians. Oladumiye (2003) noted that the significance and value of art are

7
appreciated, and promoted in the developed world, where museums,
galleries, theatres, art libraries and other art institutions, give loud testimony
to the need to develop and preserve the heritage, culture and legacies of
artistic posterity of the people.
2.4 Types of Museum
The term museum is a term broadly associated with artifacts
associated with the arts. However, there are several types of museum which
are for specific purposes. They include
i. Historical/Cultural museums: These are usually repositories of
artifacts of historical significance. Museums as institution of
cultural heritage is the legacy of physical artifacts and intangible
attribute of a group of society with cultural background that are
inherit from past generations, which are maintained on the present
and for the benefit of future generation. They include the
Smithsonian Institute and the museum of Natural history in the
USA.
ii. Biological gardens: These are plant houses or areas dedicated to
plants and their origins and uses are stated. The most famous
example is the Biological Garden in Kew, England. This place has
plant specimens from all over the world. Another is the scary
London Poison Garden where all the plant specimens there are
known to capable of causing death, some by merely touching them
or inhaling dust or spores from them. There is also the Botanical
Garden of Ahmadu Bello University, Zaria, Nigeria, which has

8
 thousands of plants of both local and exotic species.
iii. Zoos: Zoos are enclosed structures where animals are kept for
exhibition to the paying public. An example is the Zoo at the
University of Ibadan, Nigeria and the California and San Diego
Zoos in the USA. Water parks are also created specially to
showcase sea life, both plant and animal.
iv. Wildlifeparks: They are also enclosed spaces like zoos, but the the
environment is made to resemble the animals’ natural habitat as
much as possible. An example is the Jos Wildlife Park in Nigeria.
v. Game reserves: These are restricted areas where animals are found
naturally and hunting is not permitted. Examples include the
Yankari Game Reserve in Bauchi, Nigeria, the Gir National Park
in India which is the home of the Asiatic lion, the Tiger Reserves
in India, and the world famous Serengeti National park in
Tanzania. Another is the Kruger National Park in South Africa.
2.5 Concept of the Scientific Museum.
Scientific museums are facilities where objects and living organisms
of scientific value are housed. They include places like the Smithsonian
Institute and others. For the purposes of this study, the focus will be on
Biological museums.
2.5.1 Biological Museums
Biological museums are facilities designed for the storage,
maintenance and perpetuation or replication of objects of biological value,
whether living, non-living or preserved. For this study, animal museums,

9
animal houses, herbaria, green houses, botanical gardens and biological
gardens, which are the facilities which may be established and maintained in
schools at all level from the basic to the advanced without excessive cost,
are focused upon.
2.5.2 The Animal Museum
This is a facility where preserved specimens of both extant and extinct
animal species are kept. These animals may be either local species or
obtained from other places. It may be the entire animal or parts of the animal
if it is too large for the facility’s storage facilities. Sometimes it may ne
remains of animals discovered after other part of the animal would have
decayed Danilov, 2000. Specimens kept here range from tiny invertebrates
to large vertebrates. They have these functions:
i. Preservation of animal species for history and study.
ii. Provides a record of faunal history.
iii. Gives opportunity to view preserved remains of animals not found
within the locality.
iv. A source of materials for genetic and evolutionary studies.
v. Serves as a pointer to adaptive features developed by animals in
order to survive.
vi. Provides information on population distribution and dispersion.
vii. Serves as a training point for techniques scientists in taxidermy and
others involved animal preservation.
viii. Information is acquired on food sources for humans all through
history.

10
2.5.3 The Animal House
An animal house is a building which houses live animals. The animals
range from guinea pigs to horses if possible. However, very large species
like elephants and those extremely dangerous to humans like poisonous
snakes, constrictor like boas and pythons, buffaloes and predators like
hyenas, lions and leopards are not kept because the facility cannot contain
them safely. They would constitute a danger to the people working with
them instead of being a source of information and education Hein, 2000.
Uses of the animal house include the following:
i. Provides a ready source of animal types for research and other
purposes.
ii. Provides a source of genetic materials for research and
breeding.
iii. A place for studying and viewing local and exotic species of
animals.
iv. They are a source of animals used in medical research for
production of new medicines.
v. Give access to researchers for production of new breeds or
species.
vi. Animals which are classifies as vulnerable or endangered have
been successfully bred and reintroduced into the wild.
vii. Creates an avenues for increased awareness of endangered
species and options on how to conserve them.
viii. Animal houses generate revenue through sales of the animals.

11
 ix. They are also a source of food (animal protein) for the owners
when their numbers are in excess; or when old or sick ones are
terminated.
2.5.4 The Herbarium
A herbarium is a collection of dried and preserved plant species. They
are collected from living samples and dried (and sometimes treated with
chemicals) and kept in filed catalogues for reference. These specimens may
be the ones in the locality or imported from outside the area Macdonald,
2001. The importance of the herbarium include the following: Serves as a
repository of plant life and history in the locality.
i. Production of monographs on floral history and descriptions.
ii. Deposit of endangered species of plants and their preservation.
iii. Source of information on plant taxonomy and classification.
iv. Provides information on plants as food sources, medicines and
poisons.
v. An avenue for preservation of plants through their seeds, bulbs
and other parts which can be used to grow them back again.
vi. Source of information on extant and extinct plants.
vii. Herbaria are a source of genetic materials for plant breeding
and genetic modification.
viii. Provides materials for research on plant types, distribution and
ecology.
ix. Source of information on trends in changes in climate and
adaptations.

12
 x. Provides training for botanists, poisoners and enthusiasts on
plant identification and preservation.
2.5.5 Green House
A greenhouse is an enclosed placed where plants are grown under
controlled conditions. The temperature, humidity, precipitation and light
intensity are controlled by the greenhouse operator. The plants are grown in
pots and are able to survive even during weather conditions that could have
led to their death Orosz, 2010. Green houses are important for the following
purposes:
i. Provides information on the greenhouse effect and its implications
for climate change.
ii. Enables plants to be grown out of season for both research
purposes and consumption needs.
iii. Increases the survival rate of endangered plants and, in some cases,
played a vital role in their resurgence and reintroduction into
nature.
iv. Provides ready material for research.
v. Greenhouses serve as repositories of materials for genetic research
and production of better and more viable crop species.
vi. They give the opportunity to study and observe exotic species of
plants which would not have available otherwise.
vii. Supply seeds, bulbs, cuttings and other plant parts that could be
used to perpetuate the plant species.

13
2.5.6 Botanical Garden
Botanical gardens are areas of land, usually large, where there are
natural or planted species of plants. These places are enclosed to prevent
disruption of plant growth or mistaken harvest. The plants there range from
the small ones like fungi to algae, herbs, shrubs and trees of all sizes from
those a few feet in height and few inches in girth, to massive trees reaching
hundreds of meters in height like the iroko and sequoia, which have stem
girthstens of feet wide. They have these functions:
i. A natural conservation precinct where plants are protected.
ii. Provides a quick source of information from living plants.
iii. Gives opportunity for researchers to catalogue flora.
iv. Source of genetic material for research and breeding.
v. Helps in creating awareness on flora and conservation efforts.
vi. Provides a natural environment for observation of plant
characteristics and life cycle.
vii. They give access to scientists involved in plant breeding to
produce better yielding and more disease-resistant crops.
viii. They also provide aesthetic value through the beauty of some trees
and flowers which are pleasing to the eye; and also for relaxation
spots.
2.5.7 Biological Garden
Biological gardens are designated areas of land which are marked out
and delineated as places for keeping flora and fauna of all kinds available.
They are like a mixture of the animal house and the botanical garden Conn,

14
2016. Their uses include:
i. They are used as facilities for scientific studies like field trips and
excursions.
ii. Ready source of material for scientific research in schools.
iii. Biological gardens serve as a natural conservation point if they are
located in an initially undisturbed area.
iv. A place for observation of interactions between flora and fauna,
and the effects of such interactions.
v. Serves as a conservatory for endangered species.
vi. Provides a source of revenue for the owners through visits,
excursions and field trips. They also generate revenue by being
leased for celebratory occasions.
vii. Schools which have them save money on expensive field trips and
excursions.
viii. Practical classes are easily undertaken when Biological gardens are
available.

15
 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction

This chapter focuses on the methodology of the research; the

following sub-topics are presented in this chapter: Research Design, The
Population of the Study, Sample Size, Sampling Technique, Instrumentation,
Reliability and Validation of the Instruments, Procedure for Data Collection,
Method of Data Analysis

3.2 Research Design

For the purpose of this study, the researchers have employed the
survey research method. This is deemed appropriate because a survey is a
method which seeks to acquire and record diverse views on a particular
subject matter. This is in agreement with Best and Kahn (2008).

3.3 The Population of the Study

The population of the study is all Biology students in Kaduna State
College of Education, Gidan Waya.
S/No Level Number
1 100 923
2 200 661
3 300 560
4 400 (Spillover) 480
5 400 (Splash) 320
Total
Source: Examination Office, Department of Biology, Kaduna State College of Education,
Gidan Waya (2020)

16
3.4 Sample Size.
The sample size for this research was one hundred (100). This number
was considered a valid representation of the Department’s student population.
This is in agreement with the opinion of Iliya (2018).

3.5 Sampling Technique

The sampling technique adopted was the Simple Random

Sampling. This technique is adopted gives every member of the population an
equal chance of being selected. Students were selected randomly from the
Department of Biology to be the respondents. Close ended options for each
response were used to avoid ambiguity.
3.6 Instrumentation
The instrument used for this research was the structured questionnaire.
It was made up of two sections: the first involved demographic biodata, while
the second included the questions which the respondents were required to
answer. The answers given were used to answer the questions raised in the
course of this study.
3.7 Reliability and Validation of the Instruments
Instrument reliability is the extent to which an instrument measures
what it is supposed to measure. The instrument was subjected to a test-retest
reliability assessment and got a rating of 0.73 which was considered
acceptable. The questionnaire used in this research was structured in a way
that the view of respondents was given in a secure atmosphere; there was no
undue influence of the respondents’ view by the researchers or anyone else.

17
The instrument employed in this study is reliable to a larger extent because it
was able to measure the variables of the study in the most appropriate manner.
Furthermore, if the measurement is repeated, a greater level of consistency
will be achieved.
The validity of the instrument was assured by giving it to three lecturers
from the Department of Biology, each with not less than 15 years’ experience
and not less than a rank of Senior Lecturer. They checked it for content and
face validity. They determined if the questions were appropriate for the
research and if they were in line with the objectives of the study. They made
suggestions which included rephrasing of ambiguous or unclear questions and
removal of those which were not in conformity with the research objectives.
The suggestions and recommendations were implemented.
3.8 Procedure for Data Collection
Data collection for this study relied on primary sources which were the
respondents. The researchers personally gave the questionnaires to the
selected respondents, and were on hand to explain unclear areas. The
researchers personally collected the questionnaires after they had been filled
and made sure all the questions were answered. All 100 questionnaires given
out were returned.
3.9 Method of Data Analysis
The quantitative data for this research is analyzed using the Frequency
and Percentage Chart represented on a table. This was used because it was
clear and easy to understand.
The Frequency and Percentage Chat is presented as:

18
Frequency= n
n
Percentage= tn × 100

Where n= the number of a particular response

Where tn= total number of the respondents.

19
 CHAPTER FOUR

PRESENTATION ANALYSIS INTERPRETATION OF DATA

4.1 Introduction
Efforts will be made at this stage to present, analyze and interpret the
data collected during the field survey. This presentation will be based on the
responses from the completed questionnaires. The result of this exercise will
be summarized in tabular forms for easy references and analysis. It will also
show answers to questions relating to the research questions for this research
study. The researchers employed simple percentage in the analysis.
4.2 Data Analysis
The data collected from the respondents were analyzed in tabular form
with simple percentage for easy understanding.
A total of 100 (one hundred) questionnaires were distributed and 100
questionnaires were returned.
Question 1: Gender distribution of the respondents.
Table I

Gender Frequency Percentage (%)

Male 55 55
Female 45 45
Total 100 100

20
 From the distribution above, there are fifty-five males (55),
representing a total of 55% of the entire respondents on the other hand, a
total of forty-five (45) respondents representing a total of 45% of the entire
respondents are females.

Question 2: Age Distribution of Respondents

Table 2
Age (in Years) Frequency Percentage (%)
16-26 35 35
27-37 30 30
38-48 20 20
49 above 10 10

Total 100 100

From the data above respondents between 16-26 years are twenty
(20), representing 20% of the entire respondents while respondents between
27-37 years are forty (40), representing 40% of the entire respondents.
Those between 38-48 years are thirty (30) representing 30% of the entire
respondents. Lastly, respondents between 49 years above are ten (10),
representing 10% of the entire respondents.

Question 3: Marital Status

Table 3
Marital Status Frequency Percentage (%)
Single 41 41
Married 49 49

21
 Divorced 10 10
Total 100 100

From the distribution above, 41 respondents representing 41% of the

entire respondents were single; 49 representing 49% of the respondents were
married, those divorced were 10 respondents representing 10% of the entire
respondents.

Question 4: Educational Qualification

Table 4
Level Frequency Percentage (%)
100 30 30
200 40 40
300 25 25
400 05 05

500 00 00
Total 100 100

From the distribution above, there were 30 (30%) were in 100 level,
40 (40%) in 200 level, 25 (25%) in 300 level and 5 (5%) in 400 level (spill
over). None was in 500 level (splash).

22
SECTION B

Question 5: Museum is very important to Biology students because

historical artifacts are found there which helps the students in their study
Table 5

Responses Frequency Percentage (%)

SA 85 85
A 10 10
D 4 4
SD 1 1
Total 100 100

From the figures above, 85 (85%) respondents strongly agreed; 10

(10%) agreed, 4 (4%) disagreed and 1 (1%) strongly disagreed on the
question above.
Question 6: Lack of museum will make the study of Biology difficult, dull
and uninteresting.
Table 6
Responses Frequency Percentage (%)
SA 45 45
A 30 30
D 10 10
SD 15 15
Total 100 100

23
 From the above responses, 45(45%) respondents strongly agreed; 30
(30%) agreed while 10 respondents (10%) disagreed and 15 respondents
(15%) strongly disagreed that lack of museum will make the study of
Biology difficult and uninteresting

Question 7: In Nigeria generally, there is no meaningful governmental

investment in the Biological museums, thereby leading to its poor
management.
Table 7

Responses Frequency Percentage (%)

SA 45 45
A 30 30
D 10 10
SD 15 15
Total 100 100

From the above responses, 45(45%) respondents strongly agreed; 30

(30%) agreed while 10 respondents (10%) disagreed and 15 respondents
(15%) strongly disagreed that there is no meaningful governmental
investment in the museum thereby leading to its poor management.

Question 8: The museum could be a source of governmental revenue if

properly harnessed.
Table 8

Responses Frequency Percentage (%)

SA 15 15
A 65 65
D 17 17

24
 SD 3 3
Total 100 100
The table above shows that 15 respondents (15%) strongly agreed; 65
respondents (65%) agreed while 17 respondents (17%) disagreed and 3
respondents (3%) strongly disagreed that museum could be a source of
governmental revenue if properly harnessed.

Question 9: Museums tell facts about origins and diversity and distribution
of life, culture.
Table 9

Responses Frequency Percentage (%)

SA 63 63
A 7 7
D 22 22
SD 8 8
Total 100 100

The response above shows that 63 (63%) respondents strongly agreed;

7 (7%) agreed on the other hand, 22 (22%) respondents disagreed and 8
(8%) strongly disagreed that museum education is so significant in people’s
origin, culture, customs and traditions.

25
Question 10: Poor management of museums can lead to extinction of
historical records and biological history.
Table 10

Responses Frequency Percentage (%)

SA 45 45
A 30 30
D 17 17
SD 8 8
Total 100 100

From the table above 45 (45%) respondents strongly agreed, 30 (30%)

agreed while 17 (17%) disagreed and 8 (8%) strongly disagreed to the
statement that poor management of museum can lead to extinction of
historical artifacts and culture of a people.

Question 11: Apart from the educative aspects of Biological Museums, it

serves as a tourist attraction site.

Table 11

Responses Frequency Percentage (%)

SA 90 90
A 5 5
D 2 2
SD 3 3
Total 100 100

26
 From the table above, 90 (90%) respondents strongly agreed; 5 (5%)
respondents agreed while 2 (2%) disagreed and 3 (3%) strongly disagreed
that apart from the educative aspects of museum; it serves as a tourist
attraction site.

Question 12: There is the need for the Nigerian government at all levels and
the relevant stakeholders to invest in the museum in accordance with the
global best practice.

Table 12

Responses Frequency Percentage (%)

SA 65 65
A 10 10
D 24 24
SD 1 1
Total 100 100

From the figures above, 65 (65%) respondents strongly agreed; 10

(10%) agreed, 24 (24%) disagreed and 1 (1%) strongly disagreed on the
question above.

27
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary

Chapter one focused mainly on the background to the study as well as

the statement of the problem, literatures were reviewed in order to gain
insight on the subject matter from other scholars in chapter two. Chapter
three explained the methodology the researchers adopted in arriving at the
empirical results, and the researchers analyzes and interpret the data in
chapter four using the simple percentage and frequency table. Summary of
the work, conclusion and recommendations were made in chapter five.

5.2 Conclusion

Biological museums are of great value to Biology students in Kaduna

State College of Education, Gidan Waya because they provide artifacts and
other historical information which helps the students in their study. Lack of
museums will leave the study of Biology as difficult, dull and uninteresting.

In Nigeria generally, there is no meaningful governmental investment

in the Biological museums thereby leading to its poor management. This can
lead to the loss or even extinction of and flora and fauna, which would be
detrimental to students of Biology.
5.3 Recommendations
The following recommendations are provided:

1. There is the need for the government and relevant stakeholders to

28
 invest on museum and make it a tourists’ attraction area, this will help
in preserving the museum and will also be a source of revenue to the
government.
2. Biology Students can also pay regular visit to the museum as it will
boost their knowledge of the origins and diversity of life forms that
they see around them.
3. Biology students should be encouraged to create their own
repositories of life forms.
4. Learners can be encouraged to take an interest in nature right from
early childhood. This will engender a desire to protect and preserve
nature.
5. There is the need for the Nigerian government at all levels and the
relevant stakeholders to invest in Biological museums in accordance
with global best practices.
6. Other researchers can contribute to the development and maintenance
of museums by providing information concerning its importance to
the society.

29
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 Request To Fill Questionnaire

Dear Respondent,

We are students of Kaduna State College of Education, GidanWaya

undergoing a research work on the topic “Importance of Museum to

Biology Students in Kaduna State College of Education, Gidan Waya.”

Feel free to express your opinion as your responses will be treated

confidentially.

Thank You.

Yours faithfully,

Researchers.

33
INSTRUCTION
Please tick or fill in where necessary as the case may be.
Section A
(1) Gender of respondent
a. Male { }
b. Female { }
(2) Age distribution of respondents
a) 16-26 { }
b) 27-37 { }
c) 38-48 { }
d) 49 and above {}
(3) Marital status of respondents?
(a) Married [ ]
(b) Single [ ]
(c)Divorce [ ]
(4) Level of respondents
(a) 100 { }
(b) 200 { }
(c) 300 { }
(d) 400 { }
(e) 500 { }

34
SECTION B
Instruction: Tick the most preferred option on the statements below.
(5) Museum is very important to Biology students because historical
artifacts are found there which helps the students in their study
(a) Agree { }
(b) Strongly Agree { }
(c) Disagree { }
(d) Strongly Disagree { }
(6) Lack of museum will make the study of Biology difficult and
uninteresting.
(a) Agree { }
(b) Strongly Agree { }
(c) Disagree { }
(d) Strongly Disagree { }
(7) In Nigeria generally, there is no meaningful governmental investment
in the museum thereby leading to its poor management.
(a) Agree { }
(b) Strongly Agree { }
(c) Disagreed { }
(d) Strongly Disagree { }
(8) The museum could be a source of governmental revenue if properly
harnessed.
(a) Agree { }
(b) Strongly Agree { }
(c) Disagree { }
(d) Strongly Disagree { }

35
(9) Museums education is so significant because it tells with facts about
people’s origin, culture customs and traditions.

(a) Agree { }
(b) Strongly Agree { }
(c) Disagree { }
(d) Strongly Disagree { }
(10) Poor management of museum can lead to extinction of historical
artifacts and culture of a people.

(e) Agree { }
(f) Strongly Agree { }
(g) Disagree { }
(h) Strongly Disagree { }
(11) Apart from the educative aspects of museum, it serves as a tourist
attraction site.
(a) Agree { }
(b) Strongly Agree { }
(c) Disagree { }
(d) Strongly Disagree { }
(12) There is the need for the Nigerian government at all levels and the
relevant stakeholders to invest in the museum in accordance with the
global best practice.
(a) Agree { }
(b) Strongly Agree { }
(c) Disagree { }
(d) Strongly Disagree { }

36