Factors militating against the teaching and learning of science and technology, in secondary schools
(A survey of enugu educaton zone)
The effective teaching and learning of science and technology in secondary schools face numerous challenges, significantly impacting educational outcomes. Insufficient funding poses a significant hurdle, constraining the availability of up-to-date equipment, materials, and qualified instructors. Inadequate infrastructure, including poorly equipped laboratories and classrooms, further impedes hands-on learning experiences critical for understanding complex scientific concepts. Additionally, a lack of student interest, stemming from outdated curriculum design and teaching methodologies, contributes to disengagement from STEM subjects. Socioeconomic factors, such as poverty and unequal access to educational resources, exacerbate disparities in science and technology education. Furthermore, limited professional development opportunities for teachers hinder their ability to adapt to evolving pedagogical approaches and integrate innovative technologies into the curriculum. Addressing these multifaceted challenges requires a comprehensive approach encompassing increased investment in education, curriculum reform, infrastructure development, and ongoing teacher training initiatives to foster a conducive learning environment for science and technology in secondary schools.
This study investigated the factors militating against the teaching and learning of science and technology in secondary schools. In order to study the topic effectively, four research questions were raised and answered. The literatures related to the study were reviewed under the following. They are the concept of science and technology, the meaning of technology Education, Non-professionalism of the teachers, Attitudes of teachers and students towards teaching and learning of science, teaching for understanding, financial constraint and feed back on student’s performance.
The design of the study is survey. The population of the study was 42,000 students. The sampling of the study was 900, the sampling techniques was random sampling. The instrument used to collect data is questionnaire. The instrument was validated by two experts in school of science Education. The reliability of the instrument was obtained using person correlation coefficient moment. The value obtained is 0.83; data was collected using the instrument. Data were analyzed using mean and standard deviation. The result showed that a good student can teach him or herself science and technology. People like science and technology do to their teacher’s attitude. Also attitude of the students contribute to the students performance in science and technology.
Title Pagei
Approval Pageii
Dedication iii
Acknowledgement IV
Table of ContentsV
Abstractvii
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study1
1.2 Statement of the Problem4
1.3 Purpose of Study5
1.4 Significance of the Study6
1.5 Scope of the Study7
1.6 Research Questions8
CHAPTER TWO:
LITERATURE REVIEW
2.1 The Concept of Science and Technology9
2.2 The Meaning of Technology Education10
2.5 Non Professionalism of the Teachers11
2.6 Attitudes of teachers and students towards teaching and learning of science12
2.7 Teaching for Understanding 13
2.8 Financial Constraint14
2.9 Feed Back15
2.10 Summary16
CHAPTER THREE:
METHODOLOGY
3.1 Research Design19
3.2 Area of Study 19
3.3 Population of the Study 20
3.4 Sample and Sampling Technique20
3.5 Instrument for Data Collection21
3.6 Validation of Instrument 22
3.7 Reliability of the instrument22
3.8 Method of Data Collection23
3.9 Method of Data Analysis23
3.10 Determination of Cut-off Point25
CHAPTER FOUR
Presentation and Analysis of Data26
CHAPTER FIVE:
DISCUSSION OF FINDINGS, CONCLUSION, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS, LIMITATIONS, SUMMARY AND SUGGESTIONS.
5.1 Discussion of Findings37
5.2 Conclusion39
5.3 Educational Implications39
5.4 Recommendations40
5.5 Limitation of the Study41
5.6 Summary42
5.7 Suggestions for further Study43
References46
Questionnaires 56
INTRODUCTION
1.0 BACKGROUND OF STUDY
1.1 Nigeria as a society is currently undergoing changes. Since 1997, various governments have made efforts to develop Education especially science Education. Education is the test investment that plays a very important role in the progress of the nation.
Secondary schools in Nigeria are in two stages, first stage which is junior secondary school and senior secondary school is the second stage. At junior level, students study integrated science and others, while in senior secondary level they study pure science like, chemistry, physics and Biology e.t.c.
All schools, subjects have their intrinsic value (intellectual and utilitarian) and science subjects is one of those whose utilitarian and aesthetic value are of the most precious significance to human life and happy living Majasca (1995).
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 quality and quality of its basic and applied scientific output J. c Amazigo (2005).
Ezendu (2002) defined science as a body of knowledge, which is acquired through observation and systematic experimentation. According to wikipedia encyclopedia, the word Science comes from the latin word “Scientia” meaning knowledge. Webster’s new collegiate Dictionary, defined science as “knowledge attained through study or “practice”, or knowledge covering general laws. It means that science refers to a system of acquiring knowledge. Also the word science often describes any systematic field of study or knowledge gained from it.
Technology according to wikipedia dictionary is the making usage, and knowledge of tools, machines, techniques crafts, systems or methods of organization in order to solve a problem or perform a specific function. The word technology comes from greek word technologia. Techne – means “art, kill, craft” e.t.c, while (-logia) means “study of”. Therefore, from the above definition, technology is a term of art used to encompass the relationship between science and technology.
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 science 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 policy makes science and technology communities appear to understand and may accept these basic 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 manpower in science and technology to man Nigeria schools, Colleges, Universities and Industries. In the past 32years, our secondary Education could not attract the desired talent because of less effort and low investment on the part of the government Nwani (1998) based on the analyzed data, WASSCE result of 2004 – 2008 carried out by ifeanyi (2008), 60% of the students that took science subjects failed. He stressed that if this trend is not properly checked, the development of science and technology in our country stand at risk. One begins to think what could be responsible for the ugly situation. The answer to this question moves the researchers to go into the field to identify the possible factors responsible for the students’ poor performance in teaching and learning of science and technology.
1.2 STATEMENT OF PROBLEMS
Common observation indicate an alarming rate the certification of unemployable science and technology graduates, who prefer paper certificates to knowledge and skill required for the survival of an individual and the entire society. This trend has really caused the phobia for and lack of interest in science and technology, and it led to uncontrollable examination malpractice in our total school system.
Conspicuous gross incompetence of the science and technology teachers in handling science and technology, mislead the students and the society at large to think that it is very difficult to study science and technology. This incompetence has led to the certification of people better referred to as ignoramus since no one can give what he or she does not have. This condition if not checked in any society theaters to destroy completely the society, manpower and national development among other things and replace them with social crime under development and other.
However the state of teaching and learning of science and technology in our secondary schools become a matter of great concern, from the information available to the researchers, teaching and learning of science and technology has encountered setbacks. The study therefore intended to appraise the factors militating against the teaching and learning of science and technology in secondary schools.
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, the purposes of the research were:
1. To find out if the attitude of students contribute to their poor performance in science and technology subjects
2. To find out if the teacher poor method of teaching contribute to students poor performance in learning of science and technology subjects
3. To find out the extent the quality of teachers affect the proper teaching and learning of science and technology.
4. To determine the effect of availability of laboratory equipments on students’ performance in science and technology subjects.
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, the teacher’s 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.
The study is important because different sectors will benefit from the findings. To Educational sector, the study will certainly be very important to the students and teachers of science and technology in directing them on what to do in their studies.
To the general society, it will educate the parent and guidance
Counselor to examine the ability of their wards/ children before studying science.
The study will serve as information, informing the government and policy maker those factors militating against teaching and learning of science and technology in our secondary schools.
1.5 SCOPE OF THE STUDY
These study “the factors militating against the teaching and
Learning of science and technology in secondary schools” in Enugu Education zone of Enugu State.
1.6 RESEARCH QUESTIONS
The study will attempt to answer the following research questions:-
(a) Does the attitude of the students contribute to the students’ performance in science subjects?
(b) Does teachers’ poor method of teaching contribute to students’ poor performance in learning of science subjects?
(c) To what extent does the quality of the teachers affect the proper teaching and learning of science and technology subjects?
(d) To what extent does the availability of laboratory equipments affect students’ performance in science and technology subjects?
SHARE PROJECT MATERIALS ON:
The effective teaching and learning of science and technology in secondary schools can be impeded by a variety of factors. These challenges can have a negative impact on students’ understanding and interest in these subjects. Some of the factors that militate against the teaching and learning of science and technology include:
- Lack of Qualified Teachers: The availability of qualified science and technology teachers is essential for effective teaching. A shortage of skilled teachers in these subjects can lead to inadequate understanding and delivery of the curriculum.
- Inadequate Resources: Science and technology education often require specialized equipment, laboratories, and materials. Schools with limited resources might struggle to provide the necessary tools for hands-on learning experiences, hindering students’ practical understanding of concepts.
- Outdated Curriculum: Rapid advancements in science and technology mean that curricula can quickly become outdated. If the curriculum doesn’t reflect current developments, students might not be adequately prepared for real-world applications.
- Lack of Practical Application: Science and technology are best learned through practical application. If the curriculum focuses too heavily on theoretical concepts without providing opportunities for experimentation and real-world problem-solving, students might struggle to grasp the relevance of what they’re learning.
- Low Student Interest: Some students might perceive science and technology subjects as difficult or uninteresting, leading to disengagement and lack of effort. This can be exacerbated if teaching methods do not effectively capture students’ attention.
- Gender Stereotypes: There’s a persistent stereotype that certain science and technology fields are more suitable for one gender over another. This can discourage both male and female students from pursuing these subjects if they feel they don’t align with societal expectations.
- Inadequate Teacher Training: Teachers need continuous professional development to stay updated with the latest teaching methods and subject knowledge. Inadequate training can lead to ineffective teaching practices.
- Cultural and Socioeconomic Factors: Students’ cultural backgrounds and socioeconomic status can impact their access to educational resources and their attitudes towards science and technology. Disparities in resources can create an uneven learning environment.
- Lack of Integration: Science and technology subjects are often taught in isolation from one another or from other subjects. Integrating these subjects with each other and with real-world contexts can enhance understanding.
- Assessment Methods: If assessment methods focus solely on rote memorization and regurgitation of facts rather than critical thinking and problem-solving skills, students might not develop a deep understanding of the subjects.
- Perceived Difficulty: Science and technology subjects are often perceived as difficult due to their complex nature. This perception can discourage students from putting in the effort required to understand the material.
- Parental and Societal Pressure: Parents and society sometimes place more emphasis on other subjects, such as humanities or business, leading students to prioritize those areas over science and technology.
Addressing these challenges requires a multi-faceted approach involving the collaboration of educators, policymakers, parents, and communities. Providing adequate resources, relevant and engaging curricula, effective teacher training, and changing societal perceptions can contribute to improving the teaching and learning of science and technology in secondary schools.