FACTORS MILITATING AGAINST THE TEACHING AND LEARNING OF SCIENCE AND TECHNOLOGY IN SECONDARY SCHOOLS

ABSTRACT

This research was designed to investigate the factors militating against the teaching and learning of Science and Technology in Secondary Schools. It is a survey of the Government/Public Secondary Schools in Enugu Education zone. There are three Local Government Areas that make up Enugu Education zone. They are Enugu East Local Government Area, Enugu North Local Government Area and Isiuzo Local Government Area. Out of these Local Governments, a random selection was made in order to pick the schools for the study since there are about 35 public/Government Schools in the zone. A random selection of schools was made from each of the Local Government Areas in Enugu Education Zone. 

TABLE OF CONTENT

CHAPTER ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1       Sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 CHAPTER ONE

INTRODUCTION

1.1.            Background of the study

 The role of science and technology in a nation’s development cannot 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 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 sciences 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’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 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 man power in science and technology 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 science and technology 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 science and technology by making the teaching of science and technology subjects exciting, purposeful and participatory. These calls for the use of an instructional method that would make students develop adequate assimilation and understanding of the concept taught and acquires process skills in science and technology.

1.2 STATEMENT OF THE PROBLEM

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, Science and Technology 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 OBJECTIVE OF THE STUDY

The study aims at determining the factors militating against the teaching and learning of science and technology in secondary schools. Specifically, it will address the following:

1.          To ascertain 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.          to ascertain the apparent irrationality on reaction to mathematics, science and technology and the students’ rating of Mathematics, sciences and technology.

3.         to ascertain the background of mathematics, science and technology teachers as one of the factors militating against the teaching and learning of science and technology.

1.4 RESEARCH HYPOTHESES

Ho: The academic background of teachers has no big influence on learners’ academic achievement in science and technology.

Hi: The academic background of teachers has a very big influence on learners’ academic achievement in science and technology.

Ho: the background of mathematics, science and technology teachers is not one of the factors militating against the teaching and learning of science and technology

Hi. the background of mathematics, science and technology teachers as one of the factors militating against the teaching and learning of science and technology

1.5 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 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.

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Item Type: Project Material  |  Size: 55 pages  |  Chapters: 1-5

Format: MS Word  |  Delivery: Within 30Mins.

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