Science Education in Nigeria: Challenges in Producing Self-reliant Graduates. (original) (raw)

2015, Usmanu Danfodiyo University Press, Sokoto.

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Science and Technology Education in Nigeria: Refocusing on New Approaches

Abstract: In this study, we will examine the fact that without science and technology education, no country can achieve positive technology transfer, economic infrastructure, scientific and technological development and industrialization. The study observed that Nigerian citizens can benefit from science and technological education through refocusing on the new trends and development. The study concludes that there is no alternative to scientific and technological development. They are what distinguish the underdeveloped countries from the developed ones. The standard of living, social security, military and political power of the country all depend on the advancement of her science and technology. Key words: Education, Nigeria, refocusing, science, technology

Science and Technology Education in Nigeria: A Historical Perspective

Abstract: This study examines science education in Nigeria, its trends, origin and development. It analyzes the science curriculum in Nigeria, the new approaches of science education, ways in which science education can be refocused in Nigeria. We utilized the interdisciplinary approach. We observed that curriculum innovative experiment in Nigeria of science curriculum development before and after independence in 1960 were characterized by so much defects until the Comparative Education Studies and Adaptation Center of the University of Lagos and other reforms used experiments to improve on it.

THE ROLE OF SCIENCE EDUCATION IN MEETING THE CHALLENGES OF TERTIARY INSTITUTIONS IN NATIONAL DEVELOPMENT OF NIGERIA

There is increasing realization that learning and applying science and technology to development strategies could produce major improvements in economic growth and social wellbeing of Nigeria. This paper considered the aims and objectives of science education with emphasis on education not schooling. In addition the constraints to the realization of the goals (such as poor achievement in science and lack of interest, poor teaching methods, inadequate funding, lack of science teachers) were considered. The input of Science Education towards our economy, food, medical and communication was also x-rayed. The paper recommended that enough funding, provision of competent teachers and availability of committed stakeholders in science education should be in place for it to sincerely and genuinely serve as a vehicle for national development in Nigeria among others.

SCIENCE AND TECHNICAL EDUCATION A PANACE

The paper looked at various challenges confronting tertiary institutions in Nigeria, such as insecurity, cultism, examination malpractices, corruption, poor funding among others. The paper highlighted importance of science and technical education in overcoming these challenges. Emphasis was laid on skill acquisition programme; entrepreneurship education and Community Learning Service (CLS) for both science and technical students in tertiary institutions. The paper was concluded by suggesting some recommendations for tackling tertiary institutions challenges in Nigeria such as funding of Science and Technical Education programs in Nigerian tertiary institutions; the funding should not be left for government alone, but stake holders and private/corporate organizations should join hands in funding Nigerian tertiary institutions. INTRODUCTION Tertiary institutions in Nigeria are still in their growing stage compare with the developed world because of various challenges that are peculiar to these citadels of learning. These challenges might not be peculiar to Nigeria alone however; the challenges often decimate the academic strength of the institutions. Graduates of Nigerian tertiary institutions are being looked down upon outside the country not because of anything but due to these challenges. Polytechnics graduates in Nigeria can hardly performed when they get to the field because of lack of proper training. Graduates of colleges of Education who are trained to be professional teachers cannot teach effectively when they graduated from schools. The facilities in our campus are not conducive for teaching and learning where both staff and students are experiencing epileptic power outage to read, carry out assignments, research studies, and interact with their counterparts outside the classroom across the globe. All these are some of the situations in Nigerian tertiary institutions, putting Nigerian graduates into a box which make Nigeria a laughing stock among the nations. Students of tertiary institution spend more time outside classroom because of industrial action emanating either from the government or from the students themselves and it could come from workers. All these are ill wind that does not blow the nation any good. Conferences, workshops, seminars are being held even public debate on how to solve tertiary institutions problems but little has been achieved so far. Solution to these problems is not in heaven but in the institution itself; that is why this review is very important. Before looking at the solution to the problems it would be very appropriate to consider some of these challenges that tend to weaken the academic strength of the institutions. Therefore the review is divided into the following sub-heading: Tertiary institution challenges Meeting the challenges of tertiary institution through science education Meeting the challenges of tertiary institution through technical education Tertiary institution challenges Many are the challenges of Nigerian tertiary institutions but this paper will highlight few of these challenges. These challenges are insecurity, cultism, corruption, examination malpractices and poor funding. Insecurity Insecurity is the greatest challenge of Nigerian tertiary institutions; security is very important and germane to academic excellence (Aina, 2012). Gone are the days when Nigerian campuses were saved and secured; today lives and properties in campuses are not saved because of the types of students and workers we have Knowledge for Global Development

Science and Technical Education: A Panacea for Tertiary Institutions’ Challenges

The paper looked at various challenges confronting tertiary institutions in Nigeria, such as insecurity, cultism, examination malpractices, corruption, poor funding among others. The paper highlighted importance of science and technical education in overcoming these challenges. Emphasis was laid on skill acquisition programme; entrepreneurship education and Community Learning Service (CLS) for both science and technical students in tertiary institutions. The paper was concluded by suggesting some recommendations for tackling tertiary institutions challenges in Nigeria such as funding of Science and Technical Education programs in Nigerian tertiary institutions; the funding should not be left for government alone, but stake holders and private/corporate organizations should join hands in funding Nigerian tertiary institutions.

THE NEXUS BETWEEN SOCIETY, SCIENCE EDUCATION AND TECHNOLOGY IN NIGERIA: MAXIMIZING THE GAINS

For the Nigerian society to grow and become a developed society it needs adequate scientific knowledge and technology and, as technology is changing very fast every day, there is need for scientists to prepare the society for this change. This paper highlights the interrelationships that exist between Society, Science and Technology, the role science plays in the society has also been discussed extensively. The roles that technology plays in the society such as in the area of communication, education, and healthcare were also discussed. This paper recommends among others that students in Nigeria should have full science educational experience starting from kindergarten using the “catch them young” approach; students should be exposed to laboratory activities right from their early classes, that is, they should be given the foundation they need to actually practice science in and out of the classrooms by being allowed to learn science and technology through “hands on-activities”. Additionally, relevant cultural practices, herbal medicine and innovations should be refined for subsequent integration into western science and technology.

SCIENCE AND TECHNOL0CY EDUCATION POLICIES, PRACTICES AND STRATEGIES FOR ACHIEVING 21ST CENTURY REFORMS AND REMEDIATION IN NIGERIA

NOUN Journal of Education NJE, 2021

The paper discussed science and technology education policies, practices and strategies for achieving 21st century reforms and remediation in Nigeria. Science and technology education was described as an interdisciplinary knowledge base concept that entails the process of critical thinking, analysis and collaboration. It is aimed at inculcating observable changes in the way and life of learners through real world problem solving skills. Nigeria's under-development and mass unemployment rate were traced to the absence of functional road-map to direct and propel the delivery of quality science and technology education. The need for Nigerian youths to be rightly skilled for global competitiveness, self-reliance, entrepreneurship and job creation through science and technology education was highlighted. Efforts made to salvage the situation have not being significantly impactful to the society. Challenges were pointed out and solutions proffered. Objectives of the new national policy on science and technology education were discussed. Practices and strategies to bring about 21st century reforms and remediation to the problem were also highlighted.

The Challenges of Providing Science Education to Disadvantaged Pupils in Nigeria

Science Education International

Disadvantaged pupils are those pupils whose ability to learn in school is impeded by their family, social or economic situations which are often times beyond their control. Without adequate intervention, there are chances that this group of pupils could drop out of school. In Nigeria, there are many categories of disadvantaged pupils into which a vast majority of pupils can be grouped. Providing science education requires a lot of resources and organisation. By its nature, the engagement of children in science education under an ideal environment is a huge task, let alone for pupils who are disadvantaged and must learn science under abnormal circumstances. The gravity of the disadvantage suffered by these pupils vary, hence, this paper focuses on two very critical groups of disadvantaged pupils in Nigeria (the pastoralist nomads and the Almajiris), and describes the challenges faced by educators in providing science education to them. The paper further presents a critical appraisal ...

Restructuring Science Teaching in Nigerian Tertiary Institutions

American Journal of Educational Research, 2014

only few, if at all there is any, teachers who did not desire in their hearts to do what is best but the question is, why the poor students performance? One of the basic qualities of a curriculum is dynamism, therefore there is need to examine those activities that could promote Science teaching in Tertiary Institutions. Of course the general observation of current happenings in Nigerian tertiary institutions revealed that there is a decline in student enrolment in science courses, students are performing poorly academically and that science has not been taught as expected. For these reasons there is a need for science teachers to adopt practices which will encourage students to put more efforts in their study and analyze data as scientists do. Recommendations are made toward promoting science teaching and at the same time assist in increasing the number of trained and qualified science teachers in Nigerian schools.

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Science Education In South-West Nigeria: Implications For Educational Policy

Proceedings of the Nigerian Academy of Science, 2019

The demand for quality science education requires periodic assessment for its improvement especially in areas with previous challenges. This study was conducted to assess the current status of science education in Ekiti State, Southwest Nigeria. A cross-sectional design, combining a mixed method of quantitative and qualitative data collection approach, was used following a records review. Schools were selected using a cluster sampling technique. Science education status was ascertained by three parameters: students' pass rates in science subjects in the Senior Secondary School Certificate Examination, science teachers' profile (assessed with a 14-item self-administered questionnaire) and availability and functionality of infrastructure for science education using an observational checklist. In-depth interviews were conducted among relevant stakeholders using an in-depth interview guide. Quantitative and qualitative data were analyzed with descriptive statistics and a thematic approach respectively. Students' pass rates were below 50% in Mathematics and Biology but above in Physics, Chemistry and Agricultural Science. The science teacher: student ratio was 1:8 and 37.5% of the teachers were members of the Nigerian Science Teachers Association. One school (8.3%) had a computer library that was adequately equipped. Laboratory facilities were mostly multipurpose in nature. A quarter of the schools had no library while 33.3% had grossly inadequate library facilities. Opinions about science education status among the respondents was widely divergent with some feeling that it was good while others felt otherwise. This study revealed poor status of science education as evidenced by a low science teacher-student ratio and lack of basic infrastructure for science education. Interventions to improve these findings are recommended.

Improving Science Education in Nigeria: The Role of Key Stakeholders

European Journal of Health and Biology Education, 2018

The general poor performance of students in national examinations in recent past have brought about doubts from relevant quarters as to the activities of stakeholders towards improving students' performance in Science and generally Science Education. Researchers have succinctly identified causes of poor performance among students and have acted in various capacities to remediate this occurrence. However, government, teachers and students have peculiar challenges for effective and successful improvement from the status quo. Whether the roles are practicable under the current socioeconomic realities in Nigeria remains a probable question. Hence, this study researched the responsibilities of government, teachers and students in qualitative development of science education in Nigeria. The researcher reviewed the global educational practices to what is obtainable in Nigeria vis-à-vis the UNESCO benchmark. Also, this study suggests plausible solutions to the peculiar problems arising from the neglect of global and international best practices in Nigeria.

THE DECLINE IN SCIENCE STUDENTS' ENROLMENT IN NIGERIAN COLLEGES OF EDUCATION: CAUSES AND REMEDIES

International Journal of Education and Practice, 2018

The article critically reviewed the decline in science students’ enrolment in Nigerian Colleges of Education, causes and the solutions. The research evidence abounds that the students’ enrolment for science education in the Nigeria colleges of education reduces every year. The causes for this drawback are the crux of this article. The Nigerian college of education is an institution saddled with the responsibility of training teachers for the primary and secondary schools. Nonetheless, the colleges had been criticised for lack of standards in its admission policy and also of qualified academic personnel. The reviewed literature indicates that there are many challenges confronting colleges of education in Nigeria. Some of these are teachers’ inadequate pedagogical content knowledge (PCK), out-of-field teaching and low teachers self-efficacy. The paper however observed that this problem and others are the results of bad governance experiencing in the nation. Consequent upon these challenges, the students’ enrolment in science education continues to decline every year unabated. The paper identified many causes of the students’ enrolment among these are, the proliferation of private Colleges of Education, loss of interest by the students, lack of science equipment and many others. The paper suggested some recommendations to raise the standard of the Nigeria colleges of education and improve science education students’ enrolment. Among these suggestions is the full government commitment to the funding of the Colleges of Education’s academic programmes.

Science and Skill Acquisition in Junior Secondary School in Ekiti State, Nigeria

2021

This study examined science and skill acquisition in junior Secondary Schools in Ekiti State, Nigeria. The study adopted the descriptive research of the survey type. Participants were 240 science-oriented youths randomly selected from six states across six geopolitical zones in Nigeria. Three instruments titled "Problem of Unemployment in your Locality Questionnaire" (PUYLQ), "Skill Acquisition Programme Questionnaire" (SAPEQ) and "Security Challenges Questionnaire" (SCQ) were used to collect data for the study. The reliability of PUYLQ, SAPEQ and SCQ were determined through test and re-test method and these yielded a correlation coefficient of 0.87, 0.85 and 0.89, respectively at 0.05 level of significance. Two-way Analysis of Variance (ANOVA) was used to analyze the data. The finding revealed that employment can significantly influence level of skill acquisition programme among science based students in Nigeria. The finding also revealed that gender has no significant influence on level of skill acquisition programmes among science-based students. The study revealed that employment status and level of skill acquisition can significantly influence security challenges in Nigeria. It was recommended that government should provide employment for the science based graduates for national development. Government should also engage the jobless science based graduates with skill acquisition programmes to reduce social vices in the country. It was also recommended that, there should be no gender disparity while creating employment for science based students. In addition, both male and female Science graduates should give opportunity for participating in skill acquisition programmes for national development.

GOING BACK TO THE BASICS IN THE QUEST FOR SCIENTIFIC DEVELOPMENT IN NIGERIA:FROM CLASSROOM TO LABORATORY IN PRE TERTIARY SCIENCE

SCIENCE EXPOSITION: OJU JOURNAL OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION, 2019

There are many contradictions in Nigeria concerning development. This is where people seek for technological development without human development and also seeks technological advancement without commensurate attention to what happens in pre tertiary school science classrooms and laboratories. Obviously, these result in exercises in futility. In this paper pre tertiary means any science education from nursery to secondary schools. Thus it includes pre basic, basic and senior secondary schools. We may not have biology, chemistry and physics in basic and pre basic levels as we do have in senior secondary school but science is offered at these levels and we must examine what happens at that level if there must be scientific developments.

Strategies for Reducing Science Learning Difficulties at Lower Educational Levels and Promoting Effective Science Education in Nigeria

Kampala International University Journal of Education, 14 (1), 2019

Experts in education, industry and national security are in consensus about imperatives for producing graduates who possess a thorough understanding of Science, Technology and Mathematics (STEM). Since the preschool level is the first and most important of all levels of education, teaching STEM to early learners whose curiosity is very high, lays a good foundation for scientific and technological development of the nation. Unfortunately not much of science is taught at the pre-primary school level and this has taken its toll on subsequent science learning at the higher levels. Although teaching scientific concepts to children in early years poses certain challenges to the teacher, both the venture and the challenges are not beyond positive solutions. The major focus of this paper, therefore, is about the strategies for reducing science learning difficulties at the lower level of Nigeria educational system. An exposition on the key principles for effective science learning among young children; basic science concepts and application; hands-on science for young children; and best practices in science education during the formative years was carried out. In the final analysis, strategies based on science goals, children's active exploration and discovery learning were recommended for effective implementation of the pre-primary science education programme in Nigerian schools and subsequent learning of science at the primary and secondary levels.

Entrepreneurship in Science Education as Panacea to Nigeria's Development in the 21 st Century

This paper discusses entrepreneurship in Science education as a panacea to Nigeria's development in the 21st century. Entrepreneurship in Science education deals with acquisition of skills and self dependence of students who pass through such programmes. This paper opens various avenues that are far reaching to the opportunities available in science education. Some of the recommendations are that an entrepreneurship clubs (horticulture, floriculture, and aquaculture) should be organized and encouraged in science education departments so as to popularize entrepreneurship education; students should be taken out for field trips to various industries, factories, companies and related areas of interests. This will offer them opportunity to see and observe things which they did not have in their school's workshops and laboratories.

Classroom science with everyday life: A means for improving performance in sciences and national development in Nigeria

2019

Science is a body of knowledge about the natural world (the environment) that is testable, verifiable or falsifiable by using organized scientific methods and skills. It has been generally asserted that the rate of development of any nation depends on the level of her citizens’ scientific literacy and competence in science process skills. The methods of teaching/learning science in Nigeria have hardly provided for the acquisition of these literacy and skills. There is also a reported dwindling in performance and enrollment in science. For Nigeria to be able to move forward and achieve sustainable development, more needs to be done in terms of scientific literacy and process skills of individual Nigerians. This paper posits that the dwindling performance and enrollment in science is as a result of the disconnection between classroom science and everyday life which makes the science learning uninteresting and irrelevant to the student. There are common phenomena in the student’s envir...