CAUSES OF STUDENT’S DIFFICULTIES IN LEARNING BASIC SCIENCE IN JUNIOR SECONDARY SCHOOLS
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ABSTRACT
This is a research into causes of student’s difficulty in learning basic science in Junior Secondary School in Enugu South LGA, Nigeria.The study employed a survey designed. A sample of 500 students which were randomly selected served us the study sample.Ten junior secondary schools from the twenty-two junior secondary schools within the study area were selected. From each of the ten junior secondary schools, fifty (50) junior secondary school students were selected across the three levels (JSS1, JSS2 and JSS3) using simple random sampling technique, bringing the total to 500 students that formed the sample of the study. Data were collected using the questionnaire. Mean and standard derivation were used to analyze the data. It was found out that lack of interest and inadequate personnel and facilities were serious difficulties to the learning of basic science. Finally, recommendations were made that enough trained personnel should be recruited and posted to schools to teach basic science.
TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
Background to the study
Statement of the problem
Purpose of the study
Research Questions
Significance of the study
Scope of the study
Organization of the study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework
Theoretical Framework
Review of Related Empirical Studies
Summary of Literature Reviews
CHAPTER THREE: RESEARCH METHODS
Design of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION
Summary of Findings
Discussion of Findings
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
Conclusion
Educational Implications
Recommendations
Limitations of the Study
Suggestions for Further Studies
Summary of the Study
References
Appendices
CHAPTER ONE
INTRODUCTION
Background of the Study
A well developed scientific and technological base are conditional to any national human and material development. Nigeria has been classified as a developing nation and has continued to make a break through by emphasizing much on science and technology thereby making inclusive of basic science in the curriculum of the junior and senior secondary schools.
Over the years, most schools across the nation have been joining the technology revolution. Today, students have at least some form of technology available to them in school. This trend is not likely to change, so there is an increasing need for teachers who are literate in the use of the various types of technology. Manson and McMorow (2012) suggested that there are two distinct components to computer literacy; “awareness and competence”.
Awareness requires that a person should have understanding of how computer affect their daily life or society at large, and competence requires that a person should be able to exhibit a hands on expertise with a software application. Both of these components should be evaluated when looking at computer literacy within the classroom setting.
The world is advancing at a rapid rate and events have moved to the electronic stage with computer at the centre. This development has brought a lot of innovations and revolution into teaching and learning. The 3R’s (reading, writing and arithmetic), which forms the nucleus of the old system of education has witnessed series of literacy reforms. The world is now in the age of technology, hence there is need to keep abreast with time.
One of the ways of achieving this is through the introduction of computer into our institutions of learning.
Jawad Khan( 2013)“explain computer as an electronic machine that can solve different problem, process data, store and retrieve data and perform calculations faster and efficiently than humans”. These type of problems includes: time wastage, error in calculation, difficulty in storing and retrieving of information, low research of new information etc.
Ugoji (2011) view computer as an electronic machine that performs tasks, such as calculations or electronic communication under the control of a set of instructions called programs. The programs usually reside within the computer and are retrieved as processed by the computer. He went further into defining computer as an electronic machine that has the ability to accept data, process data and retrieve data i.e. give out the result as information. Okolo (2014) describes the term ‘computer’ as an electronic machine or gadget that accepts data as input and processes them electronically to produce the desired output or information with the aid of a set instructions.
Computer can be generally defined as an electronic device or gadget that accepts data through an input device, processes the data through the CPU and brings out the result of the data as information through the output device. Educationally, computer is used to enhance teaching and learning. Wikipedia (2010) describes learning as a change in behaviour based on previous experience. This learning therefore involves processing of various types of information.
Computer study is very important to national development and it is on this premise that the Federal government of Nigeria sought to introduce basic science in the education system from primary, secondary schools, through to tertiary institution. Education systems around the world face formidable challenges that are taxing conventional strategies. Fresh approaches are needed to address persistent problems of the past such ast time wastage in the search of information in the liberary, wastage of money in order to get a materials or resources etc, and provide students with an education appropriate to the needs of a modern, information based-global economy. In any educational system, the level of available resources places a restriction on the degree to which any new subject can be introduced into the school curriculum, especially where only the most basic facilities have so far been provided. ICT-based curriculum should rank high in any set of government priorities. The curriculum planners takes account of these resource issues and specifies minimum requirements for effective delivery in different circumstances (UNESCO, 2012). Reasonable basic science are yet to start in Nigerian secondary schools, the computer-student ratio is small, funding by government has not been encouraging, computer education syllabus is unpopular among students and parents and thus hardly implemented, and teachers are inadequate to implement computer education (Jegede & Owolabi, 2013). Teachers in Nigerian secondary schools cannot implement computer education because majority of the teachers are not competent in basic computer operation and in the use of simple application software (Yusuf, 2015). Teachers require access to information and communication technology (ICT) infrastructure for a number of reasons. These include their need to live as citizens in a world undergoing rapid and major transformations as a result of increased use of ICT, their need to embed ICT use in their teaching and administrative duties and, increasingly, their need to use ICT in their professional studies (Burnip, 2013).
During the ministerial council meeting of the national council on Education in 1987, the Federal Government of Nigeria decided to introduce basic science into the nation’s secondary school system. This was followed by the inauguration of the National committees on computer Education the same year. The functions of the committee among others included, planning for dynamic policy on basic science and literacy in Nigeria as well as devising clear strategies and terminologies to be used by the federal and state governments in the introducing basic science.
The general objectives of the policy are:
- To bring about a computer literate society in Nigeria.
- To enable the present school children to appreciate and use the computer in various aspect of life and in future employment. The modalities for achieving these stated objectives includes:
1). Training teachers and associated personal
2). Provision of hardware facilities
3). Curriculum development.
4). Software developments and evaluation.
5). Maintenance of hardware.
The above enumerated strategies can promote or impede the learning of basic science. Functionalities of the strategies would promote learning while deficiency in implementation would constitute an difficulty to the learning of basic science. According to Franccisca (2011), the polices are poorly implemented due to poor training and orientation of key implementers (teachers). Through constant practice, workshop and seminars, the teachers will be equipped in relevant knowledge needed in computer which is appropriate for learning of basic science. Computer requires practices and only the teachers that know the practices can teach it very well.
Difficulties with regard to the stated strategies, the non availability of Hardware facilities in learning of basic science. Okon (2012) reported on the declining standard of teaching which is done without exposing the students to any form of practical experiences. The learning of computer education with the hardware facilities is just like going to school without pen and Books. In the 1990 National Conference on Curriculum development basic science was not inclusive in the issues discussed which now made the learning of basic science very difficult in the secondary school because it was not included early in the curriculum.
Proper teaching and learning with regard to basic science in the state secondary schools have been known to have suffered some set backs. There set backs have been generated by certain conditions such as:
- Inadequate Provision of Facilities
- Lack of Trained Personnel
- Financial Constraint
- Organizational Constraint (time frame for teaching computer in school; periods allocated to computer).
On Inadequate Provision of Facilities, Ajavero (2014) noted that absence of facilities in acquisition of knowledge creates problems and confusion to the learner instead of making changes in the learners’ life. Ezike (2011) added that basic science laboratory is a room where hardwares and softwares are programmed, practicalzed, ordered, grouped, recorded, rearranged, constructed among many other activities but the question is how facilitated is the room that could be boast the learning of computer for without facilities, the learning of computer is not effective.
Lack of Trained Personnel as one of the causes of students’ difficulties in learning of computer, Abiodum (2015), revealed that hence computer is “Garbage in Garbage out” There is need that computer teachers are well trained otherwise they will Garbage wrong thing into the children, and the children will as well Garbage out the Wrong thing. Francisca (2011), said that many of the laudable curriculum we have in use are poorly implemented due to poor training and orientation of key implementers (teachers). The teachers through constant workshop and seminars should be well equipped in the relevant methodologies and knowledge that are appropriate for effective teaching of computer.
In aspect of financial constraint, Ukeje (2013), stressed on the need for the government to finance educational section, basic science needs more financial support more than other subjects in the school; if basic science subject is not supported financially it totally impedes its learning.
On organizational constraints computer knowledge are acquired in the computer training centers and not in school which attracts fewer attentions to the periods allocated for its lesson in the school. In schools basic science is not included in the school time table that is why Jude (2014), maintained that computer education is still limited in the federal colleges.
Statement of the Problem
This study was carried out in an attempt to identify the problems hindering the learning of sciences in secondary schools. The teaching and learning of sciences have standards to be followed by science teachers if effective learning by students is to be acquired.
Despite the fact that Government has invested a lot on science education, there are some persistent problems in our secondary schools.
Agun & Imogie (1988) prompted out the shortage of qualified teachers in many of our secondary schools particularly in the rural community. This will invariably affect the use of instructional materials in the teaching – learning activities because (a) The students’ population may be much (b) The incompetent teacher who lacks the pedagogical skills may not be able to utilize the materials effectively even when they are available.
Moa Dowell (2015) conducted a survey of science teaching in secondary schools in Nigeria. His study was confined to the nine states outside the war zones. The survey was designed to examine certain critical aspects of science teaching in secondary schools, teachers, support facilities and equipment text book, chemicals prepared slides, community resources and inventive to teachers. He arrived at the following conclusions: That a large number of science teachers are untrained and that there is alarming turn-out of teachers at individual schools for a “better job”.
Adesenuga (2012) also commented that if any science is to be taught well, it should be taught practically, hence the need for sufficient materials for effective teaching of science within and outside the laboratory.
It was on this ground that the researcher choose to write on the difficulties to the learning of basic science by secondary school students in Abakalilki Local Government Area, Enugu State.
Purpose of the Study
The main purpose of this study is to find out the causes of students’ difficulties in learning of basic science, specifically the students aim to:
- Find out the extent to which inadequate facilities impede the learning of basic science in junior secondary schools.
- Find out the extent to which lack of trained personnel impede the learning of basic science in junior secondary schools.
- Find out the extent to which financial constraints impede the learning of basic science in junior secondary schools.
- Find out the extent to which organizational constraints impede the learning of basic science in junior secondary schools.
- If lack of electricity or inadequate power supply hampers the effective learning of Basic science in junior secondary schools
Research Question
- To what extent does lack of adequate facilities impede the learning of basic science in junior secondary schools?
- To what extent does a financial constraint impede the learning of basic science in junior secondary schools?
- Does lack of trained personnel impede the learning of computer studies in junior secondary schools?
- To what extent does an organizational constraint impede the learning of basic science in junior secondary schools?
- Does lack of electricity or inadequate power supply impede the effective learning of Basic science in junior secondary school.
Significance of the Study
The study is very essential to the extent that it will be beneficial to the following;
- The students: The study will enable the students to understandthat basic science is not for play but for real application of understanding, knowledge and social improvements.
- The teachers: The study will enable the teachers to understandthathere arefactors that work against the learning of basic science in secondary schools.
- Government: The study will disclose the difficulties in the learning of basic science in secondary schools which now make the government to provide solutions to such difficulties and improve the learning of basic science in secondary schools.
Scope of the Study
The study focuses on the difficulties to the learning of basic science by secondary school students in Enugu South Local Government Area, Enugu State. The difficulties were based on the lack of adequate facilities, lack of trained personnel, financial constraints, organizational constraints and lack of electricity or inadequate electricity.
Organization of Study
The study is organized into five chapters. Chapter one deals with the study’s introduction and gives a background to the study. Chapter two reviews related and relevant literature. The chapter three gives the research methodology while the chapter four gives the study’s analysis and interpretation of data. The study concludes with chapter five which deals on the summary, conclusion and recommendation.
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