Identification Of Factors Militating Against Effective Teaching And Learning Of Science
(In Enugu North Local Government Area Of Enugu State)
In education, several factors can impede the effectiveness of teaching and learning science. One significant challenge lies in the inadequacy of resources, including outdated textbooks, insufficient laboratory equipment, and limited access to technology, which hampers hands-on learning experiences. Additionally, the complexity of scientific concepts often leads to a lack of engagement among students, especially when instructional methods fail to cater to diverse learning styles or emphasize rote memorization over critical thinking and experimentation. Another obstacle is the shortage of qualified science teachers, exacerbated by low salaries and a lack of professional development opportunities, which can result in a dearth of passionate educators capable of inspiring and guiding students effectively. Moreover, societal attitudes and stereotypes towards science, including misconceptions about its relevance or perceived difficulty, can discourage student interest and participation in STEM fields, further hindering the cultivation of scientific literacy and skills essential for addressing global challenges and fostering innovation in the 21st century. Overcoming these barriers necessitates a holistic approach that prioritizes investment in educational resources, teacher training, and curriculum reform while fostering a culture that celebrates curiosity, inquiry, and discovery in science education.
This survey sought to identify the factors militating against effective teaching and learning of sciences in secondary schools in Enugu North Local Government Area, Enugu State of Nigeria. The population used for the study consisted of teachers and students of the study schools. The instrument employed for this study consisted a set of structured questionnaires and an interview schedule. The major findings resulting from the survey were the inadequate number of qualified teachers of science; absence of motivation and sufficient incentives for science teachers; students’ low interest in said subject influenced by their unsatisfactory performance in biology, chemistry, physics etc. textbooks and other reading materials on the said subject available in school libraries but not in local bookshops; an inadequacy of equipment and other facilities; a need to modify the present syllabus in science education, opportunities existing in Enugu State for graduates in the said subjects, and satisfactory guidance and counseling services being received by students of Enugu State. Based on the said findings, the researchers recommend the training of more science education teachers and provision of better incentives for those already in the field, especially teachers of chemistry, biology, physics and mathematics.
Title page –
Approval page
Dedication
Acknowledgement –
Abstract
Table of Contents
CHAPTER ONE:
INTRODUCTION
1.0 Background of the study
1.1 Statement of the Problem
1.2 Purpose of the Study
1.3 Significance of the study
1.4 Scope of the Study
1.5 Research Questions
1.6 Definitions of Terms
CHAPTER TWO:
LITERATURE REVIEW
2.1 Unavailability of Laboratory Apparatus
2.2 Teachers’ capabilities
2.3 Government Contributions
2.4 Students’ attitudes towards science subjects
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Design of the study
3.2 Area of the Study
3.3 Population of the study
3.4 Sample and Sampling Techniques
3.5 Instruments for Data Collection
3.6 Validity of the Instruments
3.7 Reliability of the Instrument
3.8 Administration of Research Instruments
3.9 Method of Data Analysis
CHAPTER FOUR:
DATA PRESENTATION AND ANALYSIS
4.0 Result and Data Analysis
4.1 Research Question One
4.2 Research Question Two
4.3 Research Question Three
4.4 Research Question Four
CHAPTER FIVE:
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Discussion
5.2 Limitation of the study
5.3 Conclusion
5.4 Educational Implication
5.5. Recommendations-
5.6. Suggestions for Further Research –
5.7. Summary of the Study
Reference
Appendix
INTRODUCTION
1.0 Background of the Study:
Science is a derivation of the Latin words scientia literarily meaning “Knowledge”. It originated of things in their proper causes. Taken of from their stand point, we can simply define science as knowledge of nature and pursuit of it. Its task is the comprehensive understanding of the ‘Order’ assumed in nature. This is undertaken by means of hypothesis and verification. Science and technology have helped in designing the structure of common life of the human society.
Therefore, the development of a country is determined by the type of educational system which the country operates. So, it is necessary to expect a decrease in factors militating against effective teaching and learning of science in secondary schools, since science had brought about improved living standard that has been the potential of librating the human person from hunger, disease and poverty. We cannot afford to neglect aspect of life under the achievement of science and technology such as medicine, transportations, communication, mechanized agricultural and industrial techniques to mention but a few. And so, the researchers wish to find out the factors that militate against effective teaching and learning of science in secondary schools in Enugu North Local Government Area of Enugu State.
In the world today, sciences have become dominant cultural factors. The contribution of knowledge and skills science has made to economic and industrial progress of our modern society are too obvious to require any further documentation. Presently, in most Nigerian secondary schools sciences are taught. These schools in this way serve as the starting point for teaching and learning of sciences with the goal to train students in the process of scientific investigation and acquisition of knowledge and skills from qualified teachers who make their teaching effective and efficient. The researchers found that the propaganda created in school environment is found to be caused by government, school administrators, teachers and students as wall. But due to poor performance of many students we observed that students are not the major problem of the incapability because they have lesser role to play in the school and there is no room for dialogue between the students and the teachers.
Nnaji (1995), Sharima (1995) and Okeke (1995) in their news paper articles said, “Let us make science practical, teaching science in our school”. Respectively also pointed out that the way science subjects are taught and learnt in our secondary schools need to be looked into. Though it is very expensive to run science in comparison with other general education that has been predominant in this country since the colonial days. As we believe to make science practical, the cost of purchasing the required equipment for practical equipments, building of standard laboratory, equipping library with required textbooks and providing sufficient classrooms is not an easy task that can be run without the help of the cost of training science teachers at home and abroad in a sufficiently large number to meet the national demand are both long and heavy respectively.
Thereafter, we got to know that for any useful and sensible plan by which federal and states government can raise and implement highly needed scientific personnel through their educational system should be supported when carefully and closely followed to the point of its execution. While many disheartening signs are foreseeable, every effort should be made by government to prevent a possible drift back to the old form of general education. In technological aspect of science comes this light from the seminar organized by the federal government in 1999 to formulate new national policy on education – defined Technical Education as that aspect of education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge. Federal Government Press 2001). Among the stated aims of technical educations the seminar recommended that this form of education should provide the technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development. It is therefore, Obvious that technical education is necessary for the nation’s youth in order for the country to record an all-round development.
However, sciences Educators have often stated their interest in urging teachers and students to pay more attentions to the Philosophy and history of science. Because this is often regarded as a source of information which will help to improve science teachers understanding of the nature of science and how scientist do their work. As Mathew (1994) has pointed out wherever science is taught, some philosophy of science is transmitted. This line of reasoning was recently developed by Kichawen, Swain and Monk (2004) who argued that a philosophy of science is conveyed to the students through the choice activities and the points of emphasis on what is rendered problematic by the science teachers such as science contents concepts, laws and theories, some practical activities and applications. To the side of students who are the major target in educational system or sectors, it is found that they pay less attention when teaching and learning are in progress due to environmental factors that contribute negatively to the pattern of learning in school and other problems that may be traced from home, especially family background.
“Anybody connected with the teaching of science in this country will appreciate the fact that next to the problem of paucity of competent teacher, unavailability of laboratory apparatus is greatest constraint in science education”, Daily Sun July 4th, 2008
From the observations of what have been give above to understand the factors militating against effective teaching and learning of sciences. This study is therefore aimed at identifying the factors militating against effective teaching and learning of sciences and possible solutions in Enugu North Local Government Area Enugu State in Secondary Schools.
Therefore, it is expected that the findings may be useful not only to government policy formulators, staff or teachers and students in Enugu North Local Government Area Enugu, but also to other states of Nigeria.
1.1. Statement of Problem
Almost all the students in secondary schools use their time negatively, and some do not pay attention while teaching and learning of sciences are on process. Also, wrong choose of subject by the teachers is one of the indelible problems challenging effective teaching and learning of science in our Secondary Schools especially in Enugu North Local Government Area where we carried out our research work. Again, educational policy has to be made with the help of teachers who have the experience and also in better position to know what will suit the condition of teaching and learning, and other vital activities meant for the students. Besides, students are denied of their privilege to participate in lesson when they mistakenly break school properties in laboratory and to the conscious of the student who actually know it was a mistake feels irritated and dejected to the idea of suspension by the instructor. And from the schools we study, we observed that the functions of guidance and counselors are not recognized. Government which is the key holder of every school in terms of equipping or installation, and administration felt less concern to all that prevent acquisition of knowledge and skills even to the level of not checking teachers qualification or grading them according to the qualifications.
What could be the possible reasons for the problem? Could these be associated with the quality of the teachers or the method adopted in the teaching process? Does it mean that students are not attentive to acquire knowledge or does it be home factors that are obstructing the situation? Could it be that the schools lack adequate facilities for effective teaching and learning of science in Enugu North Local Government Area Enugu State?
This study will attempt to find answers to some of these questions if not all.
1.2. Purpose of Study.
The purpose of this study is of two folds. First, to find or identify factors militating against effectiveness in teaching and learning of science in secondary schools. Secondly, to suggest the means of solving problems identified so that teaching and learning of sciences in Enugu North Local Government Secondary Schools could be more efficiently and effectively done to improve the standard of living in society.
1.3. Significance of Study
There is need in our society today for the application of sciences into many areas of the benefit of man and conversation of human resources. The achievement of this objective necessitate on understanding of the scientific concept involved.
This study is significant in the following ways:
1. Makes educational ministers see the need for deploying adequate and qualified science teachers who have more knowledge and experience of the subject matter and can handle it wisely.
2. Sensitize the scientific teachers into appropriate use of resource materials in teaching of scientific concepts. This will facilitate students’ understanding of the concepts and make for their better application to other related fields.
3. Makes educational ministers appreciate the need for deploying trained laboratory assistants who will help the teachers in practical set up.
4. Lets the educational policy makers see the important of teachers’ involvement in police making.
1.4. Scope of the Study
The researchers restricted their research only on the problems involved in effective teaching and learning of sciences and their possible solutions.
This study was carried out in Enugu North Local Government Area Enugu State. The affecting factors have been limited to the following aspects. Students not properly or positively use their time, qualification of teachers that are teaching science subjects, availability and use of resource materials, government lack support to the schools and student pay no or lesser attention to the study in class.
1.5. Research Question
Many problems seem to militate against effective teaching and learning of sciences in Secondary schools. And some of the problems were selected by the researchers to be treated critically and the following research questions are mounted:
1. How does the educational qualification of science teachers affect the teaching and learning of science subjects in Enugu North Local Government area of Enugu State?
2. How does appropriate discipline of students help the teacher to achieve learning set-goals after instruction?
3. How does the provision of inadequate infrastructure by the government affect the teaching and learning of science subjects in schools?
4. To what extent does the career choice of science students relate with the knowledge and skill development for employment opportunities after graduation?
1.6. Definitions of Terms
1. Science Education as used in this study refers to the type of education that prepares students for jobs in many fields of modern science and technology. It is a form of education intended to provide skills and skilled personnel for industries and other engineering services required by the society.
2. Science teacher as used in this study refers to a person with a professional scientific qualification and such a person is employed to teach any of the subjects in the different traders for which he or she is qualified in the school of sciences education. These subjects include Agricultural science Biology, Chemistry, Integrated Science, Mathematics and Physics. And the professional scientific qualifications referred to above include the HND (Final), NCE (Science Education) and B.Sc. (Engineering / Science Education).
3. Skilled personnel as used in this study, refers to all the skilled and knowledgeable individuals or persons equipped with the attitudes to render scientific and technical services to technical and scientific institutions, industries and to the members of the society.
4. Infrastructural services as used in this study, refers to amenities like transportation, power supply, telecommunication, water supply, hospitals, health centres, schools and police which provide comfortable living, care and protection to all members of the society.
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Factors Militating Against Effective Teaching And Learning Of Science
There are several factors that can militate against effective teaching and learning of science. These factors can vary from one educational context to another, but some common ones include:
Lack of Resources: In many schools and educational institutions, there may be a shortage of resources such as laboratory equipment, textbooks, and materials needed for hands-on experiments. Without these resources, it can be challenging to effectively teach and learn science.
Inadequately Trained Teachers: Effective science education requires well-trained teachers who not only have a deep understanding of the subject matter but also know how to convey complex scientific concepts in a way that students can understand. In some cases, teachers may lack the necessary training or professional development opportunities.
Large Class Sizes: Overcrowded classrooms can make it difficult for teachers to provide individualized attention to students. In science classes, where hands-on experiments and demonstrations are often necessary, large class sizes can limit opportunities for active learning.
Lack of Student Engagement: Science can be a challenging subject, and some students may struggle to engage with the material. Lack of interest or motivation can hinder effective learning. Teachers may need to employ creative teaching strategies to make science more engaging and relevant to students’ lives.
Inadequate Infrastructure: Schools may lack proper infrastructure, such as science laboratories and computer facilities, to support hands-on learning and research in science subjects.
Cultural and Socioeconomic Factors: Socioeconomic disparities can impact access to quality science education. Students from disadvantaged backgrounds may have limited access to educational resources and opportunities. Cultural factors can also play a role in shaping students’ attitudes and beliefs about science.
Curriculum Challenges: In some cases, the curriculum itself may not be designed to promote effective science learning. Outdated or irrelevant content, as well as rigid curriculum standards, can stifle creativity and critical thinking.
Assessment Practices: Assessment methods that focus solely on memorization and rote learning, rather than problem-solving and critical thinking, can discourage deep understanding of scientific concepts.
Parental and Community Support: The support and involvement of parents and the community are crucial for effective science education. Lack of parental support or negative community attitudes towards science can hinder learning.
Language Barriers: Science often involves complex terminology and concepts. Language barriers can be a significant impediment to effective science learning, especially for students whose first language is not the language of instruction.
Gender Stereotypes: Gender biases and stereotypes can discourage girls from pursuing science-related fields, leading to a gender gap in STEM (Science, Technology, Engineering, and Mathematics) fields.
Teacher Burnout: High workloads, administrative demands, and the pressure to achieve certain educational outcomes can lead to teacher burnout, which can negatively impact the quality of teaching.
Addressing these factors requires a multifaceted approach that involves improving teacher training, increasing access to resources, fostering a culture of inquiry and critical thinking, and addressing socioeconomic disparities in education. Effective science education is essential for preparing students to understand the world around them and to contribute to scientific advancements in the future.