Abstract
Basic science formerly known as Integrated Science is the first form of Science a child comes across at the secondary level. Basic Science is a concept in Science teaching in Nigeria that came to replace Integrated Science. Basic science is basic training in scientific skills which are required for human survival, sustainable development and societal transformation. The study therefore aims to identify factors influencing students’ performance in basic science as perceived by students also factors influencing student’s performance as perceived by the teacher. The study uses survey research design with 14, 349 students and 28 basic science teachers as population of the study. A sample of 370 was depicted using Research Advisor table. Questionnaire titled Factors Responsible for Poor Performance in Basic Science Questionnaire (FRPPBSQ) was used for both teachers and students as instrument for the study. The instrument was validated by the research supervisor. Findings of the study revealed lack of available teaching and learning materials to make lesson fun and interesting poor method of teaching by the basic science teachers as perceived by students that affect their performance in Basic Science while lack of instructional materials in teaching basic science, student’s poor retention ability, poor family background of students and peer group influence which leads to lack of concentration in class by students were perceived by teachers that affect students’ performance in Basic Science. The study recommended encouragement of conducting practical in teaching basic science; teachers acquiring necessary teaching methodology to teach Basic Science; provision of teaching and learning materials by government and stakeholders; and proper monitoring of daily school work by parents as measures to improve student’s performance in Basic Science
TABLE OF CONTENT
Declaration i
Certification ii
Dedication iii
Acknowledgement iv
Table of Content v
List of Tables vi
Abstract
vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of Problem 3
1.3 Research Question 3
1.4 Purpose of the Study 4
1.5 Significance of the Study 4
1.6 Scope of the study 4
1.7 Limitation of the Study 4
1.7 Operational Definition of Terms 5
CHAPTER TWO: REVIEW OF THE RELATED LITERATURE
2.1.1
Conceptual
Framework 6
2.1.1 Science,
Basic Science and the concept of Science and Basic Science 6
2.1.2 Instructional Material and Student Academic
Performance in Basic
Science
7
2.1.3 Teachers Classroom Management and Students
Academic Performance
in Basic Science 9
2.1.4
Students
Personal Attitude and their Academic Performance in Basic
Science.
10
2.1.5
Family Background Influencing Students
Academic Performance
in
Basic Science 11
2.1.6 Teachers Teaching Methodology and Students
Academic Performance
in Basic
Science 13
2.1.7 Gender and Students Academic Performance in
Basic Science 16
2.2. Theoretical Framework 17
2.3 Empirical Studies 19
2.4 Appraisal
of the Reviewed Literature 24
CHAPTER THREE: METHODOLOGY
3.1 Research
Design 26
3.2 Population
27
3.3 Sample
and Sampling 27
3.4 Instrument for Data Collection 27
3.5 Validity of the Instrument 28
3.6 Reliability of the Instrument 28
3.7 Procedure
for Data Collection 29
3.8 Methods
of Data Analysis 29
CHAPTER FOUR: RESULTS
4.1 Demographic
Data of Respondents 30
4.2 Data
Analyses 32
4.3 Summary
of Findings 34
CHAPTER FIVE: DISCUSSION, CONCLUSION AND
RECOMMENDATION
5.1 Discussion
of Findings 36
5.2 Implication
of the Study 37
5.3 Conclusion 38
5.4 Recommendations 38
5.5 Contribution
to Knowledge 39
5.6 Suggestion
for Further Studies 39
REFERENCES 40
APPENDIX I 41
APPENDIX II 44
LIST
OF TABLES
Table 1: Demographic Data of Teachers 30
Table 2: Demographic Data of Students 31
Table 3: Factors perceived by students that affect
their performance in Basic
Science
32
Table 4: Factors perceived by teachers that affect
students’ performance in
Basic Science
33
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The
valuable role and contributions of education as an instrument for development
and promotion of an individual, socio-economic, political and cultural development
of any nation can never be over emphasized. A nation’s growth and development
it determines by its human resources. The provision of such needed manpower to
accelerate the growth and development of the economy has been said to the main
relevance of education in Nigeria.
Abdullahi
(1982) stated that Federal Government of Nigeria particularly recognizes the
important of Science Education in Curriculum as a means of equipping Students
to live effectively in our modern age of Science and Technology. Science
education is very important to the growth and development of any nation
especially Nigeria. Science has been defined as an organized knowledge, a
method of solving problems and it also serve as a search of explanation of
natural objects and phenomena. Adebanjo (1995) stated that Science is a bag of
knowledge, and a way of investigating and experimenting what goes on in the
world, and the way of finding solutions to domestic and foreign problems by
adopting scientific method as a result of advancement in Science and
Technology.
Basic science formerly known as Integrated Science
is the first form of Science a child comes across at the secondary level. Basic
Science is a concept in Science teaching in Nigeria that came to replace
Integrated Science. Basic science is basic training in scientific skills which
are required for human survival, sustainable development and societal
transformation (Chukwuneke & chinkweze, 2012).
Basic science is a core subject in the National Curriculum at the upper basic
level (Kim 2008). All students from junior level I-III classes must offer and
study the subject. Basic Science is considered the bedrock of all Science
subjects at the Junior Secondary School (JSS) level. The subject prepares
student at the lower basic level for the study of core science subjects
(Biology, Chemistry and Physics) at Junior Secondary School level. That is why
Oludipe (2012) further emphasized that for a student to be able to study single
Science subjects at the senior secondary level successfully; such a student has
to be well grounded in Basic Science at the upper basic level. Based on this,
it is generally taught as a single Science subject, until in the SSS level, and
then split in to specialized science subjects (Biology, Chemistry and Physics).
It is expected that those students who achieve well in Basic Science should be
given the opportunity to study the spate Science subjects at the SSS level.
According
to trustees of Princeton University (2013), Basic Science is a revolutionary
new introductory Science Curriculum developed at Princeton intended for
Students considering a career in Science. Basic science emphasizes Scientific
literacy research-oriented learning (Eyles, 2009). The subject encourages
exploration of Student’s immediate environment. As a result, Basic Science
Teachers continue to learn along with their students. The teaching of Basic
Science is therefore, based on philosophy of active learner- participation in
the process whereby, students are encouraged to learn by constructing their own
knowledge based on what they already understand as they make connections
between new information and old information, guided of facilitated by the
teacher (piaget, 1956). Under this philosophy, students are encouraged and led
to discover concepts and generalizations based on their experiments. Akinmade
(1996) in his research rightly pointed out that, when children learn Science
using the process and activity approaches, they improve their ability to apply
intellectual skills to solve problems, improve their language development,
become more creative, master science content better and develop positive
attitude towards science and scientists. Research by Bello (2007) has shown
that the above desires are not achieved as expected. The learning environment
is expected to be democratic; the activities are interactive and
student-centered and the teacher facilitates the process of learning in which
Students are encouraged to be responsible and autonomous.
Though
the curriculum of Basic Science Specifies ‘’hands-on’’ and “minds-on”
activities and skill acquisition, most students are not exposed to these real
situations in the schools (FRN 2004). Emaikwu (2012), discovered that Basic
Science is generally taught using conventional strategy which does not follow
the theories Kolb (1984) and the theory of learning process. The problem
therefore is; what are the challenges that confront the effective teaching of
basic science at the upper basic level.
1.2 Statement of the Problem
The performance
of junior secondary school students in basic science in recent two decades has
been rapidly dropping in Nigeria; the trend shows there is speed downfall of
performance in basic science especially when Upper Basic Three (also known as
JSS 3) students sat for Basic Education Certificate Examination (BECE) in Basic
Science. The reasons are attributed to many factors on the part of the students
and also the teachers as a whole. Therefore, there is a need to investigate on
what are the root causes and factors influences poor performance in basic
science from the students and teacher’s perspective respectively. Hence this
study will investigate on the factors influencing poor performance in basic
science among junior secondary school students in Dutse Zonal Education, Jigawa
State.
1.3 Research
Questions
The
following research question will be answered:
1. What factors do students perceives that
affect their performance in Basic Science?
2.
What
factors do teachers perceives that affect student performance in Basic Science?
1.4
Purpose of the Study
The
purpose of this study is to find out the factors affecting student academic
performance in Basic Science; specifically, the study is aimed at finding out:
1.
The
factors influencing students’ performance in basic science as perceived by
students
2. The factors influencing student’s
performance as perceived by the teacher.
1.5
Significance of the Study
The
essence of this study and its utility of its finding are of importance because
its finding can influence the decision of a number of people; the Basic Science
teacher; Science Curriculum planners and researchers. The envisage contribution
of this study in teaching and learning is that it could be an eye opener to the
extent to which several methods and approaches can be used from one teaching
task to another as well as appropriate instructional materials effects on
students’ performance in basic science in Nigeria. It could also other
researchers in science to understand the importance of different methods that
could be used in basic Science teaching and sciences in general. This study
would draw the attention of Science Curriculum planners to areas that need
consideration in the areas of laboratory methods in teaching Science with
particular reference to Basic Science.
1.6 Scope of the Study
This
research project focuses on Junior Secondary Schools in Dutse Local Government
Area of Jigawa State. Five (5) junior secondary schools will be selected for
the study.
1.7 Limitation of the Study
Limitation
of the study cannot be overlooked since participation on this study is not
compulsory and those who do not want to participate might be the ones who could
give crucial information. The research will be limited to Dutse Local
Government area due to lack of finance since the research would have covered the
whole Jigawa State. It is also limited to the following variables: the
background of the study, the statement of problems, research question, purpose
of the study, and significance of the study, scope of the study and operation
definition of terms.
1.8 Operational definition of Terms
Basic science: Basic
Science as an Integrated Science course, is a subject that deals with the Study
of living thing and non-living thing. It is also combines all other science
subjects such as Physics, Biology, Health Science and Agricultural Science.
Performance: The
accomplishment if a given task measured against present known of accuracy,
completeness, cost and speed
Factors:
A circumstance, fact, or influence that contribute to a result or outcomes.
E.g. economic factor
Junior Secondary School:
Means a school which provides a three-year post – primary course of full-time
instruction suitable for pupils between the age of twelve year and fifteen
years.
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