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FACTORS
MILITATING AGAINST THE TEACHING AND LEARNING OF SCIENCE AND TECHNOLOGY IN
SECONDARY SCHOOLS
ABSTRACT
This research was designed to
investigate the factors militating against the teaching and learning of Science
and Technology in Secondary Schools. It is a survey of the Government/Public Secondary
Schools in Enugu Education zone. There are three Local Government Areas that
make up Enugu Education zone. They are Enugu East Local Government Area, Enugu
North Local Government Area and Isiuzo Local Government Area. Out of these
Local Governments, a random selection was made in order to pick the schools for
the study since there are about 35 public/Government Schools in the zone. A
random selection of 4 schools was made from each of the Local Government Areas
in Enugu Education Zone making up 12 public secondary schools for the study i.e
4 schools from each of the three Local Government Areas of the zone (4x3 = 12).
From the above analyses, a representative sample of the twelve (12) secondary
schools was taken. The sample was chosen so as to include schools located in
Urban, Semi-urban and rural settings. The sample included male schools, female
schools and schools of mixed composition. The classes chosen for the study were
the junior classes mainly for subjects such as Mathematics, Basic science and
basic technology; and the senior classes for Mathematics, Chemistry, Physics, Biology, Health Science
and Technical Drawing. In each school, a random sample of 25 students was taken
from all junior classes and another random sample of 50 students taken from all
the senior classes making a total of 75 students in each school. Since the
study was among 12 secondary schools, the population size is 900 (Nine hundred)
students i.e 75 students multiplied by 12 schools. A questionnaire was
distributed to the students and they filled these questionnaires in the
presence of the research support staff in their various schools. The
questionnaire included questions on the students personal and family characteristics, their aspirations,
attitudes to science, technology and mathematics, their performance in science,
technology and mathematics, factors affecting their attitudes and performance
and their assessment of their science, technology and mathematics teachers. On
the whole, 900 students responded to the questionnaires. Of these, 300 students
i.e 33.3% were in junior classes while 600 students i.e 66.7% were in senior
classes. 508 student i.e 56.4% were female students while 392 students i.e
43.6% were their male counterparts. In-depth interviews were conducted with the
teachers of science, technology and mathematics in these schools to determine
their personal characteristics, experience in science, technology and
mathematics, their assessment of the performance of their students, factors
affecting attitudes and performance of their students and recommendations on
how to improve students performance. The data collected in this study was
tabulated and analyses using mean and standard deviation. To this end, the
researcher was able to establish that some of the factors militating against
the teaching and learning of science and technology in secondary schools are:
Phobia attitude for Mathematics, science and technology by students owing to
their academic background, the career aspirations of the students and the academic
background and attitude of the teachers among other things. Based on the
researcher’s findings, implications were highlighted and recommendations were
made. The report of this study was divided by the researcher into five (5)
chapters: chapter one contains the introduction and background, two; reviews
theories, three displays the methodology applied, four gives analysis of the
collected data while the last chapter summarizes and concludes the decisions
reached and presents recommendations.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The role of science and technology in
a nation’s development can not be over-emphasized. Science and Technology have
become the basic tools for the development of modern society; a measure of the
development of a nation can be ascertained from the quantity and quality of its
basic and applied scientific output J.C. Amazigo (2005).
The development of a nation depends
largely on the level of scientific and technological literacy (Ivowi 1993,
Okebukola 1999 and Ukpene (2005). Science is indispensable to the technological
development of any nation. According to Okecha (1993), science has helped in
the development of Modern technology through the application of its principles
to Modern invention.
A nation that neither develops a
scientifically literate citizenry nor attracts its best minds to the basic
sciences and technology is doomed to remain underdeveloped no matter its
natural resources. Any nation with ambitions for development must have its home
grown expertise in science and technology.
Nigeria’s policy makers and scientific
and technological communities appear to understand and may be accept these
basic axioms but they have not taken adequate evolutionary steps to identify,
solve and address the major factors militating against the teaching and
learning of Science and Technology.
For about two decades now, it had
become clear that Nigeria’s educational system had been deficient in the
production of adequate number of competent man power in science and technology
to man Nigeria schools, colleges, universities and industries.
Students’ performance in sciences in
both Junior School certificate examination (JSCE) and senior school certificate
examination (SSCE) results for more than 20 years have persistently been poor
in public examinations conducted by examination bodies like NECO, WAEC, NABTEB
and JAMB.
A number of teaching methods have been
used by science and technology teachers in the past. Such methods as
discussion, questioning, guided discovery, exposition, etc. studies have shown
that these methods have not yet yielded expected results (Abimbola and
Okebukola 1998 and 2001, Inomiesa and Unuero 2003, Ukpene 2004 and WAEC Chief
Examiners’ report 1998, 1991, 2002 and 2003.
Efforts must be made by the science
teachers and technology teachers to make students acquire meaningful learning
in science and technology by making the teaching of science and technology
subjects exciting, purposeful and participatory. This calls for the use of an
instructional method that would make students develop adequate assimilation and
understanding of the concept taught and acquire process skills in science and
technology.
1.2 STATEMENT OF PROBLEMS
Common observations indicate in
alarming rate the certification of unemployable science, technology and
mathematics graduates who prefer paper certificates to knowledge and skills
required for the survival of an individual and the entire society. This trend
has really caused the phobia for and lack of interest in Mathematics, Science
and Technology and led to uncontrollable examination mal practice in our total
school system.
Conspicuous gross incompetence of the
science, technology and mathematics teachers in handling science, technology
and mathematics mislead the students and the society at large to think that it
is very difficult to study sciences, technology and Mathematics. This
incompetence has led to the certification of people better referred to as
Ignoramuses since no one can give what the one does not have. This condition if
not checked in any society threatens to destroy completely society order, man
power and national development among other things and replace them with social
crime, underdevelopment and other vices.
1.3 PURPOSE OF THE STUDY
The study aims at determining the
factors militating against the teaching and learning of science and technology
in secondary schools. Specifically, it will address the following:
1. The attitudes of students to
mathematics, sciences and technology and the reasons for the poor performances
in mathematics, sciences and technology among secondary school students.
2. The apparent irrationality on
reaction to mathematics, science and technology and the students’ rating of
Mathematics, sciences and technology.
3. The background of mathematics,
science and technology teachers as one of the factors militating against the
teaching and learning of science and technology.
1.4 SIGNIFICANCE OF THE STUDY
The findings of the study will be
useful to a number of people in different parts of the country. The beneficiaries
of this study will include: the learners, teachers, parents, the ministries of
education, policy makers in science and technology education matters who would
want to produce outstanding personalities, the Teachers Registration Council of
Nigeria (TRCN), colleges of Education, Universities and industries among
others.
The society at large will actualize
the goals and aims set in education if the hypothesis of this study is
supported by the findings and the recommendations implemented by the
government, school authorities and other necessary bodies.
1.5 SCOPE OF THE STUDY/DELIMITATION
This study on the factors militating
against the teaching and learning of science and technology in secondary
schools was carried out in Enugu Education zone of Enugu State. A random
selection approach was used and 4 secondary schools were picked from each local
Government area out of three LGAs that make up Enugu Education zone. As a
result, 12 schools were used. The targeted population is 25 junior student and
50 senior students from each school with a sample size of nine hundred (900)
participants. This is because of financial and time constraint.
1.6 RESEARCH QUESTIONS
The study will attempt to answer the
following research questions considering the researcher’s set objective and
significance for the study:
1. How do students rate mathematics,
science and technology generally?
2. Does the attitude of a student
contribute to the student’s performance in Mathematics, Science and Technology?
3. What are the students’ assessment of
their teachers in science, technology and mathematics and to what extent does
the quality of the teacher affect the proper teaching and learning of science
and technology.
1.7 RESEARCH
HYPOTHESES
Two null hypothesis guided the study.
1. The phobia attitude and other
negative attitude of students towards mathematics and sciences as a result of
poor primary school background in mathematics and sciences have been discovered
to be the greatest factors Militating against the teaching and learning of
science and technology in secondary schools.
2. The academic background of teachers
has a very big influence on learners’ academic achievement in science and
technology.
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