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FACTORS INFLUENCING EFFECTIVE
TEACHING AND LEARNING OF BASIC SCIENCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The role of basic science in a
nation’s development cannot be over-emphasized. Basic science 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
science s 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 basic science .
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 Basic science .
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 basic science 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 basic science 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 basic science by making the teaching of basic science 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 basic science .
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, Basic
science 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 basic science 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, basic science and the students’ rating of Mathematics,
sciences and technology.
3. The background of mathematics, basic
science teachers as one of the factors militating against the teaching and
learning of basic science .
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 basic science 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 basic science 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, basic
science generally?
2. Does the attitude of a student
contribute to the student’s performance in Mathematics, Basic science ?
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 basic
science .
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 basic
science in secondary schools.
2. The academic background of teachers
has a very big influence on learners’ academic achievement in basic science .
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