Teaching and learning of Basic Science in a Recessed Economy (original) (raw)
Related papers
2017
The study assessed the availability of laboratory resources, teachers' and students' involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students' Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart ,eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.
Science Education International, 2019
The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. This study was a joint collaboration with India's Ministry of Human Resource Development, the Government of India, and the National Council of Educational Research and Training. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for principals, teachers, and students. The study's findings revealed in most participating schools; there were no separate science laboratories. It was also found that many teachers faced difficulties when conducting science activities due to the large number of students in each class as well as inadequate equipment and materials. The findings highlight that as there was no assessment of science laboratory practical activities, these activities did not contribute directly to the measurement of students' academic performance in science. The study suggested that governments should support laboratory practical activities in science as a part of assessment and specifically for this study's context takes immediate steps to set up science laboratories in all schools for the effective teaching and learning of science.
Scientific knowledge is the common heritage of all mankind. It is the only treasure that can provide a possible remedy to conquer inequality and to bring about an acceptable quality of life and purpose, for a majority of the people of the world. Science and science education should be made compulsory even in the poorest and the least-developed countries of the world. It should be the main problems that should be overcome for a sustainable and proper development.The purpose of this work is to find out reasons for poor teaching and learning of science in junior secondary schools in Borgu Local Government Area of Niger State, Nigeria. The instrument used was a structured questionnaire. Data for the study were obtained by administering 60 questionnaires to students and 12 to science teachers in six public junior secondary schools. Students were sampled randomly from each secondary schools. The data were analyzed using frequency and percentages. Regrettably, the teaching and learning of science in junior secondary in Nigerian cannot be said to be effective because of the poor performance of students resulting from inappropriate teaching methodologies, lack of adequate knowledge of subject matter, competencies, skills, inadequate teacher training and lack of in-service training and refresher courses. The study recommended that government should employ more qualified science teachers, science laboratories should be well equipped, teacher salary and quality of teaching and learning resources be provided. All these factors affect largely the way science is taught particularly in junior secondary schools.
Phenomenon: Jurnal Pendidikan MIPA, 2023
This study assessed final-year science teacher-trainee perceptions of the impact of the availability and utilization of laboratory facilities on science students' pedagogical content knowledge (PCK) in science at Accra and Ada Colleges of Education. This research was motivated by an initial study that stated that the majority of junior high school science teachers were unable to teach science effectively so it was easier for students to understand. This research used a quantitative approach with a cross-sectional descriptive survey design involving 62 intern teachers, 15 science tutors, and two school principals. The research instrument (tutor and teacher questionnaire) was declared suitable for use after a slight revision with the Validity and Reliability scores of 0.84 and 0.86. The research revealed that final-year science teacher candidates at the Accra College of Education were of the opinion that the availability and utilization of laboratory facilities had a moderate but neutral impact on PCK in science, in contrast to the results of research by science teachers at Ada College which stated that the availability and use of Laboratory facilities have a high and positive impact on PCK Science. It is recommended that science tutors engage science trainee teachers in efficient hands-on activities, and also focus on on-campus and offcampus practicums to develop the training of PCK science trainee teachers.
University College of Education Osmania University, 2020
Science as a subject in the school curriculum is beyond doubt a necessity as it imparts knowledge of certain established facts and laws that enhance the overall development of every being in complete consciousness of his life as well as his surroundings. Science is the sum of all experience gained by human hitherto. Such experiences are interpreted in the light of past experience and information. To ensure students effectiveness in learning, theoretical lessons in science should be followed by practicals in the laboratory, so that they understand well the concept taught. This study was undertaken with an objective to compare the utilization of science laboratories by students and teachers of government and private higher secondary school. The present study aimed to explore the availability and utilization of a science laboratory for the teaching and learning of science. The study adopted descriptive survey methodology and random sampling. The instruments used for the study were questionnaires for teachers. The study’s findings revealed in most participating schools; there were no separate science laboratories. It was also found that many teachers faced difficulties when conducting science activities due to the large number of students in each class as well as inadequate equipment and materials. The findings highlight that as there was no assessment of science laboratory practical activities, these activities did not contribute directly to the measurement of students’ academic performance in science. The study suggested that governments should support laboratory practical activities in science as a part of assessment and specifically for this study’s context takes immediate steps to set up science laboratories in all schools for the effective teaching and learning of science.
This study was conducted to assess the utilization of instructional materials in teaching and learning of basic science in secondary schools in Owerri Municipal Council. The study employed a descriptive survey design to determine the utilization of instructional materials in the teaching and learning of basic science in secondary schools in Owerri Municipal Council, Imo State, Nigeria. Two hundred (200) respondents comprising teachers and students from seven (7) public secondary schools in the council were interviewed using a modified fivepoint Likert instrument (questionnaire). The data collected were coded into SPSS and analyzed with descriptive statistics. The results showed that 95 persons reported they were provided with background information on the subject matter, 111 persons reported that instructional materials are used by teachers to develop lesson plan, 115 persons strongly agreed that chalk or marker boards is one of the types of instructional materials used in the teaching and learning of basic science in secondary school. Also, 89 persons strongly agreed that instructional materials are not usually available for basic science teachers to use. The results showed that the cluster mean in each research questions were above 2.5 as stated standards and it shows statistical significance. Then, lack of instructional materials/ facilities and non-utilization were among the major causes of poor performance of students in basic science in Owerri Municipal Council. In conclusion, the basic science teachers, school administrators and government in general were all aware of the problems of instructional materials in teaching and learning of basic science and they equally knew the strategies that will enhance the availability and utilization of such instructional materials in order to achieve production of resourceful teachers. Therefore, Government and schools authorities should help to provide instructional materials such as relevant and modern textbooks, charts, posters, computers, and so because basic science in secondary schools cannot be adequate learned without instructional materials.
Zenodo (CERN European Organization for Nuclear Research), 2023
The study investigated the availability and utilization of laboratory materials in teaching basic science in Ekiti State junior secondary schools. The study adopted a descriptive research design of survey type. The sample comprised 250 teachers drawn randomly using multistage stratified sampling technique. The research instrument used was the 'Survey of Availability and Utilization of Laboratory Materials (SAULM)' with reliability coefficient of α=0.75. Two hypotheses were formulated and tested using z-test statistics at 0.05 level of significant. The result revealed that there is a significant relationship between teachers' qualification and utilization of laboratory materials. Also, there was a significant difference (in the utilization of laboratory materials relationship) among male and female teachers teaching basic science in Ekiti State. Based on the findings and conclusions, appropriate recommendations were made.
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.