Over the past decade, the number of students who gained satisfactory passes at the Caribbean Secondary Education Certificate (CSEC) in Biology in Guyana has been few. This poor performance may be attributed to the traditional method of teaching that was used to teach Biology. This study therefore ascertained if the integration of computer technology into the teaching of Biology would enhance students' academic performance. The study was guided by a null research hypothesis. Hence, the related literature reviewed for this study showed that integrating computer technology into the teaching of Biology can enhance students' academic performance in the subject. A quasi-experimental, pre-test, post-test, nonequivalent control group research design was used for the study. The study used two intact grade 10 classes. One class was assigned the experimental group and the other class was assigned the control group through a simple coin toss. The experimental group was taught Biology using computer technology, while the control group was taught the same topic using the traditional method of teaching. A 20-item multiple-choice Biology achievement test was prepared by the researcher and was used for both the pre-test and post-test. Face and content validation of the instrument was achieved through the contributions from two grade 11 Biology teachers and a measurement and evaluation specialist from the University of Guyana. A reliability coefficient of 0.75 was obtained using Pearson product moment coefficient after a pilot test of the instrument. Data collected were analysed using mean, standard deviation, and t-test. The results of the study showed that there was a significant difference between the academic performance of students in Biology who were exposed to computer technology and those exposed to the traditional method of teaching. It was therefore recommended that computer technology be integrated into the teaching of Biology to enhance students' academic performance.

This study aimed at ascertaining the problems teachers face teaching science at the primary level. Literature reviewed relating to school science have suggested that students lack interest in science. This lack of interest on the part of the students may be as a result of problems teachers face implementing the science curriculum at the primary level. These problems if not identified may affect the quality of science education. The study was guided by one research question which was further sub- divided into two sub- questions.  A descriptive survey research design was used. A 20 item questionnaire was administered to eighty teachers from ten primary schools from the administrative regions five and six in Guyana. . Validation of the instrument was achieved through the contribution of a science educator from the University of Guyana. A reliability coefficient of 0.77 was obtained using Spearman-Brown split half coefficient. Data collected were analysed using mean and percentages. The finding showed that teachers admitted that they need continuous professional development sessions to enhance their science instruction and science content knowledge. It was therefore recommended that a research study be conducted to ascertain the teachers' specific area of interest for continuous professional development in science education.