EFFECTS OF PROBLEMS SOLVING METHOD ON TEACHING OF BASIC SCIENCE IN PUBLIC SCHOOLS
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education cannot be made more effective without effective teaching method. There are so many methods for effective teaching and applying the right method can ensure effective learning. It is being felt that there should be new techniques of teaching and learning (Iqbal, 2004). We, like other developing counties, still use lecturing as a major teaching method which, however, needs blending with other methods and approaches. This has been suggested by Grobbelaar (1998) when he reported on the teaching of higher education in South Africa
Science is a household name in the world today. It has made rapid progress and completely transformed outwardly the manner of human existence. Science has revolutionized man’s thinking and behaviour so much that it’s meaning and the roles it plays in human development has to be made clear. Gottlieb, (2004) defined science as intellectual activities carried out by scientists designed to discover information about the natural world in which we live and to discover ways in which this information can be organized to benefit human race. Michael, (2007) identified science as a body of knowledge which is acquired through observation and systematic experimentation. On their part, Mogbo, Gana, & Alabi (2012) defined science as a way of knowing, a systematic method of learning about nature, based on observation and testing leading to the formulation of hypothesis, facts, laws, and theories.
Science in the Junior Secondary School (J.S.S) or Upper Basic is taught as Basic Science. The idea of the Nigeria Integrated Science Project (NISP) now Basic Science was borne by Science Teachers Association of Nigeria in the 1970s which is an attempt to teach science as a unified whole to achieve science knowledge. Basic Science is the study of the easy and uncomplicated most important part of life and physical sciences (Spohn, 2012). Basic Science underlies all other science. According to Bernard, (2000) Basic Science is established to aid understanding of the world. Also UNESCO in Mogbo, et at (2012) sees Basic Science as the approach in which concepts and principles of nature are presented so as to express the fundamental unity of science, to avoid premature or undue stress on the distinction between the various disciplines.
Problem based-solving technique is a student centered method where the teacher and students play equal active role in teaching and learning process. The teachers primary role is to coach and facilitates student learning and overall comprehension of material while the students construct new ideals and concept based on their past knowledge. Brooks and Brooks (2011) stressed that in problem based solving technique students are in charge of the learning process while the teacher provides student with suitable environment to construct knowledge. Problem based solving technique is a type of learning which involve problems that give students opportunity to design an investigative activity using problem solving to arrive at conclusion (Thomas, 1999). It involves an experimental learning process that composed of data collection, experiment, observation, explanation and drawing conclusions (Bell, 2010). The use of problem based-solving technique in teaching helps to stimulate students’ understanding on how to find information that are linked to problem, and this increase their thinking ability.
Basic science which is an innovation of Integrated Science came about as a result of Federal Government’s mandate to Nigerian Educational Research and Development Council (NERDC, 2007) to develop a curricula for use at all levels of education in Nigeria in line with the declaration for a 9 – Year Basic Education Programme. The National Council on Education also approved a new curriculum structure namely: Lower Basic Education Curriculum (primary 1-3); Middle Basic Education Curriculum (primary 4-6); and Upper Basic Education Curriculum (JSS 1-3) listing relevant subjects for each level. The 9- Year Basic Education Curriculum (FGN, 2007) has the overall objectives to enable the learners to develop interest in science and technology by acquiring basic knowledge and skills which can be applied for societal needs.
In line with the philosophical thoughts on Basic Science various teaching methods such as inquiry, discovery, and discussion, demonstration, and laboratory activities have been advocated by Science Teachers’ Association of Nigeria for the teaching of Basic Science to achieve these objectives. However results from previous studies (Osborne, 1999; Kaduna Education Resource Centre, 2008; Olorundare 2011) on teaching of Basic Science revealed that teachers lectured and gave notes in Basic Science lessons instead of using the prescribed methods. This is coming from the background of the nature of teachers employed to teach the subject. The teachers are still too much in the grip of their single subject disciplines. Bearing in mind that graduates in Integrated Science who are the natural crop of teachers to handle these students are in short demand (Wakili 2007).
Basic Science is one of the core subjects that is taught at the junior secondary school. It is at this level that young scientists are groomed and streamed into the fundamental science subjects of Biology, Chemistry, and Physics. Teachers that handle these levels of students must have acquired the necessary skills for such a big task. Given the high value placed on science at the junior school curriculum the need to teach it effectively through an effective method is indisputable. It is on record that Basic Science curriculum has a hierarchical structure and in themes which are taught progressive. One of the basic problems militating against teaching Basic Science effectively is that teachers who handle both the content and method are bias in the approach to teaching. Some concepts are skipped because teachers major in particular subjects, therefore they settle for traditional method of teaching.
Bichi (2004) and Usman (2007) have separately observed that lecture method encourages rote-learning without enhancing understanding. Furthermore, survey studies in various states of the Federation as reported by Akinmade in Wakili (2007) showed that Basic Science teaching was handled by incompetent teachers who are faced with pedagogical difficulties as a result of their professional background which often leads to poor performance in terms of students’ outcome. Ajaji (2013) argued that teaching in Nigerian secondary schools has suffered some setbacks because there are no effective training and retraining programmes for teachers who are even in short supply. Reflecting on the problems of teaching Basic Science Mohammed, (2006) suggested that there is need topursue rigorously the issue of professionalism by involving high standard of initial training and a continuous updating through refresher courses, workshop, subscription to journals and through networking with others of the same specialization. Moreover each profession needs professional development and for teachers, various models have emerged. Mohammed (2006), research has indicated two most commonly used models in Nigeria: the workshop model and the school-based teacher professional support model. The workshop model entails drawing participants out of their school to a venue where they are exposed by experts to a core of information and skills. This is the most common form of continuing professional development model in Nigeria.
The training of students in science to get their right attitudes toward the subject is done irrespective of gender. Research has shown that gender does not affect science students’ attitude and performance adversely. Oludipe (2012) asserted that gender difference on Junior Secondary Students’ Academic performance in Basic Science using team teaching strategy revealed that there was no significant difference in academic achievements (performance) of male and female students. This study investigated the effects of problem solving method on teaching basic science in public Schools.
1.2 Statement of the Problem
Basic Science as designed by the curriculum planners is to be taught by a single expert in the subject. But experience had shown that every Basic Science teacher in the junior secondary school do take side (Ajayi 2016). This is because the teachers are trained in particular science discipline like Biology, Chemistry, or Physics, therefore are bias. Being bias in specific aspects of the subject does mar the attainment of designer’s objectives in the subject. There is the likelihood that some aspects of the subject will be left partially taught or not taught at all. The challenge has further been aggravated by teachers’ interest and attitudes towards the subject. As a result of all the effects mentioned and even more, the performance of students in Basic Science has been a growing concern in schools in recent times (Olatoye, 2009). To this effect scholars have further carried out studies to investigate the factors that may be responsible for the unfortunate situation.
The factors according to Osborne, (1999) Olorukooba, Lawal and Jiya, (2012) can be attributed to the absence of supportive environment for meaningful interaction to inappropriate and uninspiring teaching methods employ by science teachers. In addition studies such as those conducted by Tambaya (2008), Alumba (2008), Dawaki (2010), Olorundare (2011)and Education Resource Center Kaduna(2017) reported poor performance in Junior Secondary Certificate Examination and attributed it to factors such as; poor language of communication, poor professional training of teachers, poor academic background of students, poor learning environment, anxiety of teachers, fear of teachers planning and lack of confidence to teach lessons alone, poor reading habits and attitudes of students towards Basic Science. Moreover attitudes have both the potential to facilitate or inhibit learning of Basic Science. When students experience some difficulties in learning Basic Science, they manifest unfavorable attitudes towards the subject whereas the situation will reverse if there is favorable disposition towards the subject.
| Table 1.1: | JSCE Basic Science Performance in Kaduna State | |||
| Year | Pass | % Pass | Fail | % Fail |
| 2013 | 36689 | 45.84 | 44507 | 54.14 |
| 2014 | 72897 | 91.44 | 6826 | 8.60 |
| 2015 | 45477 | 91.37 | 6850 | 8.64 |
| 2016 | 55135 | 55.02 | 45057 | 44.87 |
| 2017 | 93993 | 96.95 | 2931 | 3.02 |
Source: Education Resource Centre Kaduna (2017)
The JSCE results displayed shows the performance of students in the Basic Science from 2013-2017. The result can broadly be classified into two categories that is the pass indicating those who earned a credit and above (60 marks and above), while fail indicating those who earned 0-59 marks. In 2013 and 3016 there were mass failures as shown in the table.
Shuaibu and Usman (2002) and Alausa (2007) attributed poor performance to the attitude and the type of method usually adopted in teaching Basic Science. The lecture or expository method of teaching does not give students the desired opportunity to express themselves well and it equally limits interaction between students-students, and teacher-students’ interaction(Usman, 2007). During the course of such interactions, students’ fears and anxieties are not addressed in the class. For effective teaching and learning of Basic Science, it is expected that students participate actively in the process by asking questions, hold discussions, carry out class activities and make generous intellectual contributions. The biasness of teachers does not encourage interactions couple with high population of students in classrooms.
Situations where teachers work as colleagues to share and develop professional practices together (collegial learning) have been found to check the effects of subject biases which often leads to teachers skipping some concept and may enhance academic performance of students (Aronson, 2014). It is against this background that effects of problem solving method on teaching basic science in public Schools.
1.3 Objectives of the Study
The objectives for this study are to;
- Investigate the impact of problem solving method on teaching basic science in public Schools concepts by teachers using problem solving method and their counterparts taught the same concepts employing traditional Method.
- To identify the implication of problem solving teaching methods.
- To recommend the best teaching methods for basic science teaching.
- To identify some teaching problems and solutions in Nigerian academic institution.
1.4 Research Questions
The following research questions are formulated for this study:
- What type of teaching method is most appropriate for teaching of basic science?
- Does problem solving method of teaching improve the academic performance of basic science students?
- Does instructional materials enhance the effective use of problem solving method while teaching basic science?
- Through which teaching method does students fully understand basic science when taught in class?
1.5 Significance of the Study
The findings of the study will hopefully benefit the following groups of people in the following ways.
Science Teachers: collegiality will lead to developing an effective educator force that is responsive to the diverse academic needs and cultural backgrounds of all students. In addition ongoing training will provide practical tools for new teachers and administrators, such as guidance, troubleshooting, observation and quality feedback, with the goal of supporting teachers in their profession. Also it will lead to higher quality instructions and in turn increase students’ academic performance.
Curriculum Planners: Collegial teaching provides professional development and program innovation to build capacity for school and to guide education reform by curriculum developers as it affects schools.
Professional Bodies and Associations: bodies such as Science Teachers Association of Nigeria (STAN), National Education Research Development Council (NERDC), and National Teachers Institute (NTI) will benefit from this study by way of production of Basic Science course materials in schools to reflect the culture, and tradition of Nigerians. Through courses, seminars, conferences and workshops that shall be organized from time to time, teachers will improve in their pedagogical approach to teaching Basic Science. Fear, and anxiety commonly observe among teachers will be reduced if not removed totally. Teachers will receive necessary training to overcome trouble shooting areas in teacher classrooms practices and so become more confident in what they do.
Basic Science Students; it is hoped that students’ academic performance will improved greatly since teaching methods are enhanced through professional development of teachers. When teachers work together in harmony there are greater chances of success than doing it alone. Students’ academic needs will be attended to promptly.
Textbook Publishers; new teachers’ guide books will be produced in line with the new approach to teaching and learning science. Also text books to support and provide adequate information will be produced.
Researchers: Will benefit from the findings of this study by getting new information that will be added to the existing literature. The findings of this study will also be a foundation for further studies on Collegial Teaching.
1.7 Scope of the Study
This study investigated the effects of problem solving method on teaching of Basic Science in public secondary school in Kafanchan Education Zone of kaduna State Nigeria.
There are thirty five (35) co-educational junior secondary schools in the zone with a population of seven thousand two hundred and sixty four students (7264).
The samples for the study were drawn from the public secondary schools of the Zone. The need to carry out the study with students who were stable in school was considered to avoid likely barriers to successful work. In this regard, the Junior Secondary II class was selected because Junior Secondary I students were newly introduced to Basic Science at this level, while J.S. III students were busy preparing for their final examination and did not concentration well.
1.8 Definition of Terms
Problem Solving: Problem-Solving is a systematic approach that reviews learning competencies, comprehending and composing, critical and creative thinking, these features are most important dimensions of thinking and learning in regardless of the acknowledgment of the importance of developing Problem-Solving skills; relatively little research has been conducted on the theme in the field of instructional design (Jonassen, 2004).
Demonstration: A demonstration of something is a talk by someone who shows you how to do it or how it works.
Education: Education involves teaching people various subjects, usually at a school or college, or being taught.
Science: Science is the study of the nature and behaviour of natural things and the knowledge that we obtain about them.
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