ABSTRACT
This project work is design to investigate
the effect of teachers’
qualification and instructional materials on Basic science students’ academic
performance in Ukwuani LGA of Delta State. On the basis of this, four
research hypotheses were formulated and tested. A total of one hundred (100)
copies of questionnaire were distributed to one hundred (100) sampled students
from five (5) different schools to elicit their responses. The instrument used
in the study was questionnaire, the Chi-Square statistics was used to analyze
the data collected from respondents. The findings include the following; it is
evident there is a significant relationship between teachers’
qualification/experience and students’ performance in basic science, it is
evident there is a significant relationship between laboratory facilities and
the effective teaching and learning of basic science, it is evident there is a
significant relationship between teachers’ method of teaching basic science and
students’ performance, it is evident there is a significant relationship between
teachers’ gender in teaching basic science and students’ performance. Moreover,
in all findings; the table shows that there are relationships in all. Based on
these findings, recommendations were made.
TABLE OF CONTENTS
Title
page - - - - - i
Certification - - - - - ii
Dedication - - - - - iii
Acknowledgement
- - - - - iv
Table
of Content - - - - - v
Abstract
- - - - - ix
CHAPTER ONE
Introduction
- - - - - 1
Statement
of Problem - - - - - 5
Research
Question - - - - - 6
Research
Hypotheses - - - - - 6
Purpose
of the Study - - - - - 7
Significance
of the Study - - - - - 7
Scope/Delimitation
- - - - - 8
Operational
Definition of Terms - - - - - 9
CHAPTER TWO
Review
of related literature - - - - - 10
Concept
of basic science -
- - - 11
Concept
of Academic Performance - - - - 15
Concept
of teacher’s qualification - - - - - 17
Concept
of equipment/instructional materials - - - 19
Effect
of teachers’ qualification/experience on basic science students’ performance - - - - - - - 23
Relationship
between laboratory facilities/equipments and the effective teaching and
learning of basic science - - - - 31
Relationship
between teacher’s teaching method and students’ performance in basic science - - - - - 38
Relationship
between teachers’ gender in the teaching of basic science and students’
performance - - - - - - 45
Summary
of literature review - - - - - 50
CHAPTER THREE
Research Method and
Procedure - - - - - 52
Research Design - - - - - - 52
Population of the Study - - - - - 52
Sample and Sampling
Techniques - - - - - 52
Research Instrument - - - - - - 53
Validity of the
Instrument - - - - - - 54
Method of Data Collection
- - - - - - 54
Method of Data Analysis - - - - - 55
CHAPTER
FOUR
Presentation and
discussion of results - - - - - 56
Research Findings - - - - - 59
Discussion of Result - - - - - - 60
CHAPTER
FIVE
Summary - - - - - - 63
Conclusion - - - - - - - 64
Recommendations - - - - - - 64
Limitation of the Study - - - - - - 66
Suggestion for Further
Study - - - - - 67
Contribution to Knowledge - - - - - - 67
Reference - - - - - - 68
Appendix - - - - - - 89
CHAPTER ONE
INTRODUCTION
Background to the Study
Formal
Education was introduced into our country (Nigeria), by the white Missionaries
in 1842 Baja in Omiko (1987). At this period, the curriculum emphasized three
main things; Reading, writing and Arithmetic. Survey studies carried out by
Taiwo (1975), Abdullahi (1982) and Ukpai (1985), showed that teaching and
learning of science in Nigerian schools started as far back as 1878. According
to them, science was taught as general science to classes one and two in the
secondary schools and as biology, chemistry and physics to upper classes of
three, four and five. However, according to the Science Teachers Association of
Nigeria (STAN 1970) in Omiko (2015), this general science continued until 1970
when Integrated Science, now Basic Science, was introduced as a base to express
the fundamental unity of scientific thought. The teaching and learning of
integrated science replaced the general science and was taught in Nigerian
schools up to 1980 when the Federal Government restructured the 5-years
secondary school system into 6-3-3-4 system. That is 6 years primary Education,
3-years junior secondary school (JSS) Education, 3-years Senior Secondary
School (SSS) Education and 4-years tertiary education (FRN, 1981). The teaching
and learning of integrated science in Nigerian schools especially at the Junior
Secondary school level continued till 2009 when the Federal Government of
Nigeria restructured the 6-year secondary school system into 9-3-4 system. The
reform Agenda in Education in Nigeria brought a change in integrated science
both in content and name. The content was broadened and the name changed from
integrated science to basic science. Oka (2015) and Nwafor (2012) observed that
basic science formally known as integrated science is a subject taught at both
public and private schools at the Junior Secondary school level. Basic Science
is an introductory course to the study of the sciences in the senior secondary
school. The definition of integrated science (Basic Science) as was given by
UNESCO (1973), and Omiko (2005) is a science in which concepts and principles
are presented so as to express the fundamental unit of scientific taught and
avoiding premature or undue stress on the distinction between various
scientific fields. Ukpabi (1985) in Omiko (2005) defined Basic Science as a
science in undifferentiated form which stresses the fundamental unity of
science. Basic science involves the study of elementary biology, anatomy,
earth/solar system, ecology, genetics, chemistry and physics as a single
science subject in the Junior Secondary school. It offers the basic training in
scientific skills required for human survival, sustainable development and
societal transformation. Basic science studies also involve bringing together
traditionally separate science subjects so that students grasp a more authentic
understanding of science.
The
alarming rate of poor performance in science subjects coupled with the low
educational standard in the country are parts of the major reasons why most
students shy away from the study of science. This negative attitude has
encouraged poor performance and low participation of students in the higher
science subjects like physics, chemistry and biology. All these problems
mentioned above have been conclusively blamed on basic science and its
teaching. Basic science serves as foundation for meaningful understanding of
advanced scientific
theories and principles because the bulk of content of the basic science
curricular is descriptive, where the student is meant to learn many basic
concepts like energy, matter, force and measurement. Previous studies have
revealed that science teaching has been facing problems from different angles
ranging from the learner, the teacher, the school, the government and even the
parents.
The
study of Basic science (Integrated science) is a new way of studying science,
according to Omiko (2012) and Anaekwe et al (2010), Basic Science was
introduced into this country Nigeria a few decades ago. It started with few
schools, and now all the junior secondary schools in the country have adopted
it. According to the National Policy on Education (FRN, 2004) the aims of Basic
Science (Formerly Integrated Science) should be directed at enabling students
who are exposed in it, to acquire the following skills:
1. Observe carefully and thoroughly
2. Report
completely and accurately what is observed.
3. Organise information acquired
4. Generalizing
on the basis of the acquired information
5. Predicting
as a result of the generalization
6. Designing
experiments (including control where necessary) to check predictions.
7. Using
models to explain phenomena where appropriate; and
8. Continuing
the process of inquiry when new data do not conform to predictions.
To
achieve these objectives, it is suggested that the teaching and learning of
Basic science should involve the use of innovative methods of teaching like
discovery, problem-solving, open-ended field trips and laboratory methods and
among others. Omebe and Omiko (2015) observed that these suggested methods of
teaching Basic science have been utilized for several years by the integrated
science teachers and yet the results of the students in the Junior Secondary
School Certificate Examination (JSSCE) has not been encouraging. This status
may be attributed to lack of trained teachers, lack of proper teaching
materials, absence of conducive teaching and learning environment, inadequate
evaluation or probably, inadequate teaching methods.
Idoko
(2008) revealed that unprofessional and inexperienced basic science teachers
using inappropriate teaching methods in conveying practical skills to students
are responsible for lack of interest and poor performance of students in basic
science practical. This indicates that teacher qualification and nature of
skills in conveying practical skills among the factors affecting performance of
students in basic science.
Instructional
materials are essential and significant tools needed for teaching and learning
of basic science to promote teacher’s efficiency and improve students’
performance in basic science. Instructional materials make learning more
interesting, practical, realistic and appealing. They also enable both the
teachers and students participate actively and effectively in lesson sessions.
Ibeneme (2000) defined teaching aids as those materials used for practical
demonstration in the classroom situation by students and teachers. However,
this study will assess the effect of
teachers’ qualification and instructional materials on Basic science students’
academic performance in Ukwuani LGA of Delta State.
Statement of the Problem
It
is surprising that despite the efforts of Delta
State government, to
improve the standard of
education by providing the
required human and material resources for the implementation of education at
all levels, students’ performance
in basic science in internal
and external examination is very
poor in recent years. This situation makes one to wonder what could be the
causes of this persistent failure of students in basic science examination.
Some scholars attributed this high failure
rate in science and
basic science to
various factors which could
be institutional and non-
institutional. In support Okolie,
Elom and Inyiagu (2014), observed that poor performance of students in basic
science has been so high in many Nigerian public schools in the recent years
due to the unavailability of qualified basic science teachers. If this is not
checkmated, our Science and Technology related subject graduates from the
post-primary schools may not be employable and those who may further in their
University Education may experience difficulties because of their background.
Consequently, our educational system will not attain its objective of producing
qualified and competent product in science education.
The problem which this study intends to solve:
what then is the effect of teachers’ qualification and instructional materials
on Basic science students’ academic performance in Ukwuani LGA of Delta State?
Research Questions
The
following research questions have been raised to guide the study;
1. Is
there any relationship between teachers’ qualification/experience and students’
performance in basic Science?
2. Is
there any relationship between laboratory facilities and the effective teaching
and learning of basic science?
3. Is
there a relationship between teacher’s method of teaching Basic Science and
students’ performance?
4. Is
there any relationship between teachers’ gender in teaching Basic Science?
Research Hypotheses
1. There
is no significant relationship between teachers’ qualification/experience and
students’ performance in basic science.
2. There
is no significant relationship between laboratory facilities and the effective
teaching and learning of basic science.
3. There
is no significant relationship between teachers’ teaching method and students’
performance in basic science.
4. There
is no significant relationship between teachers’ gender in the teaching of
basic science and students’ performance.
Purpose of the study
The
main purpose of this study is the effect
of teachers’ qualification and instructional materials on Basic science
students’ academic performance in Ukwuani LGA of Delta State. However,
the specific purpose of this study is stated as follows;
1. To
investigate the relationship between teachers’ qualification/experience and students’
performance in Basic Science.
2. To
find out the relationship between laboratory facilities and the effective
teaching and learning of basic science.
3. To
ascertain the relationship between teacher’s style of teaching Basic Science
and students’ performance.
4. To
identify the relationship between teachers’ gender in teaching Basic Science
and students’ performance in the subject.
Significance of the study
The
result of this research will be beneficial to the following; students,
teachers, educational administrators, curriculum planners and future
researchers.
The
outcome of this study will enable the students to understand the influence of
teachers’ qualification, experience, techniques, and method of teaching and
equipment for teaching and learning of basic science.
However,
basic science teachers will be armed with the requisite information about the
various factors that influence students’ academic performance and foster ways
to enhance students’ interest in the teaching and learning process. Also to improvised
adequate teaching and learning equipment for the effective teaching and
learning of basic science.
Again,
findings from this study maybe of uttermost importance to educational and
curriculum planners because it would act as a feedback or evaluation to the
curriculum implemented, to ascertain if the required experience, expertise,
qualification stated for entry into secondary teaching, meets the educational
needs of the learners, to make further prescription or better analyze the
effects of teachers attitudes on students’ academic performance.
Lastly,
it will be of great importance to future researchers who would seek reference
on recent literature review and to give an up to date analysis on the basic
science teacher qualification and equipment for teaching and learning of basic
science.
Scopes and Delimitation
of the study
The
study will cover the effect of
teachers’ qualification and instructional materials on Basic science student’s
academic performance in Ukwuani LGA of Delta State. The study is limited
to five (5) selected secondary schools in Local Government Area of Delta State.
Operational definition of
terms
The
terms and concept commonly used in this study are hereby defined operationally;
Effect: The
result or outcome of a cause.
Teachers’ qualification: This
is the certification, experience, formal education, professional development, and
years of training and licensing of a teacher before they can teach.
Academic performance: The
level of attainment of a student in his subject of study. The grade or score in
their respective subject of study.
Instructional materials: The
things that are needed for a particular purpose of activity.
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