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A STUDY OF EFFECT OF USING COMPUTER-AIDED INSTRUCTION IN TEACHING BASIC SCIENCES IN JUNIOR SECONDARY SCHOOL
INTRODUCTION
1.1 Background of the Study
Science and technology have greatly contributed to the convenience and comfort of man. Every manufactured good seen at home and place of work is a product of science and technology. For instance, mobile phones, radio and television sets, PC tablets, iPads, iPhones, iPods, laptops, desktops among other devices are products of science and technology (Tunde & Anthony, 2010). In the same way, the fruit juices and soft drinks consumed daily, the cars, the motorcycles and bicycles, the clothes and shoes are all products of science and technology. In view of these contributions, Ashiker (2012) opined that concrete steps should be taken to get the Nigerian citizens well groomed in science and technology for the country’s scientific and technological advancement.
As the world is constantly changing and ways in which human beings function at home, place of work and school are also changing. The speed at which technology is developing plays a major role in these changes. From offline to on-line classes, computers are influential in human life, and can enhance the learning process in schools in various ways. This may be the reason why Keziah, (2011) asserted that, with the increasing popularity of computer technology, it is essential for school administrators to support and encourage computer technology in our education system as it has become an important medium in instructional delivery. In recognition of the importance of computer in the teaching/learning process in Nigeria, the National Council on Education introduced computer education in 1987.
Computer-aided instruction involves the use of computers to supplement classroom instruction. Computer-aided instruction does not fully replace the teacher in a classroom environment. The computer is simply an electronic device or machine that accepts data, processes data and gives out output with great speed and accuracy. Computer-aided instruction uses a combination of texts, graphics, sound and videos in the learning process. Computer-aided instruction system is designed to automate certain forms of drill and practice instruction in delivering basic skills (Tinto, 2007). There are different types of computer-aided instruction software in science education including drill and practice, tutorial software, instructional games, simulations, problem-solving software and discovery environment.
However, this study is anchored on drill and practice software. This software provides opportunities for students to work on problems or examples one at a time and then receive feedback on performance. It is used as a mean to learn or review new content. It is made up of flashcard activities, branching drills and extensive feedback activities. Many of these programs are smartphone friendly so students can access the activities anywhere.
The Federal Republic of Nigeria (FRN, 2004), in release of educational objectives for secondary schools, emphases the need to equip students to live effectively in this modern age of science and technology. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to FRN (2004) include the need to prepare students to observe and explore the environment; explain simple natural phenomena; develop scientific attitudes including curiosity, critical reflection and objectivity; apply the skills and knowledge gained through science to solve everyday problems in the environment; and develop self-confidence and self-reliance through problem-solving activities in science.
In an effort to attain these objectives, several strategies and resources have evolved for science teaching and learning. The resources range from human to materials including the audio-visual and media materials that can be used to sustain the attention of the students during the lesson. Towards the end of the 20th century and at the beginning of the 21st century, it became apparent that national development depends on educational advancement which in turn depends on technological progress (Onasanya, Shehu, Ogunlade & Adefuye, 2011). It is in respect of this, that Samba and Eriba (2011) opined that teaching must go beyond the chalk-and-talk method and it must involve the totality of the student, the instructions must be prepared in such a way that at any time, students’ learning must make use of more than two senses.
The roles of computer-aided instruction in science education are varied and these include fostering students interest and motivation; promoting students commitment to learning; making lessons more exciting and interesting for both teachers and students; making students to do science effectively and conducting experiments as viewed on screen; and facilitating the process of learning through interaction with drill and practice software and simulations. The most important feature in computerized instruction is that it permits a high degree of individualization. This means that students can proceed at their own pace, following a path through the curriculum as suited to their particular interest and talent.
In view of the relevance of computer technology in science education, the study of effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State is undertaken. Two groups of learners studying the same curriculum will be compared; one group will use computer-aided instruction; and the other will use modified lecture method.
Achievement is the performance of students in a test or examination. In determining the students’ achievement using computer-aided instruction, Ash (2005) found that computer-aided instruction packages enhanced students’ academic achievement in an aspect of mathematics in middle schools. Study conducted by Kingsley and Boone (2008), revealed that students who used computers in addition to textbooks in instruction scored higher on a standardized State test. Computer-aided strategy could expose science in active data based form and allow students and teachers to fully participate in the teaching-learning process. This may help to reduce the long time stigma of the chalk-and-talk approach to science teaching.
As the growth of educational programs continues to rapidly accelerate, concern over the retention of the students’ knowledge is increasing. Retention is the ability of a student to hold and bring to mind a memory of the previously learned skills, knowledge and experience during and after examination. Retention is significantly important, not just for student success, but also for the success of academic institutions. Nnaobi (2013) found that computer-aided instruction has the ability to sustain students’ interest, encourage them to participate actively in the lesson and retain concepts learnt for a long time.
Astin (2006) asserted that the higher the school Grade Point Average (GPA) and the Scholastic Aptitude Test (SAT) examination scores of a college student, the stronger the chance that the same student will retain knowledge in schools. Deducing from this, school managers should benchmark their students’ scores and GPA higher to increase students’ retention abilities. The true art of memory and retention is the skill of attention (Tinto, 2007). For effective retention of the learnt concepts, principles, theories, laws, ethics and assumptions of science in students’ short and long term memories, science teachers should get, use, link and picture the learning experience through the use of the computer.
Gender issues in students’ achievement and retention have caused a lot of concerns to educationists. Gender is the biological anatomy that differentiates a male from female. Gender issues have been linked with students’ achievement and retention in academic tasks in several studies without any definite conclusion. But there is a general conclusion that there is a little or no gender imbalance in computer use, access, career and attitude. This is why Davies, Klawe, Ng, Nyhus, and Sullivan (n.d.) suggested that the role that technology will play in the future should be a concern for men and women, practitioners, policy makers and parents. This study is out to compare the achievement and retention of male and female students in basic science exposed to computer-aided instruction.
The integrated science (now basic science) curriculum is a broad field curriculum in which subject matter from different subject areas of biology, chemistry, physics, astronomy, geology and environment are synthesized to provide a holistic and unified nature of science (Adejoh, 2006). It is a three-year course developed in spiral to form themes whereby topics get increasingly more detailed as the year progresses. The aim of basic science is to begin to teach students what science is and how a scientist works. To realize this objective, it is expected that students carry out the kind of activities scientists carried out in their works, which is the beginning of the acquisition of series of skills, attitudes, principles, knowledge, assumptions and ethics of science.
Conventional teaching methods such as chalk-and-talk known as a traditional teaching method in which teachers address students by using board to provide examples or illustrations have been continually used by the science teachers despite its criticisms by the experts in science education. It is an oral presentation intended to teach students about concepts, theories, history, background and equations which places students in passive rather than an active role.
Nevertheless, the Nigerian Educational Research and Development Council (NERDC, 2007) stipulates the use of activity-based and guided inquiry approaches to basic science teaching, but the adoption and application of these methods are still an illusion because of paucity of instructional materials and unwillingness of the science teachers to improvise alternative materials locally to improve instructional delivery. Consequently, teachers resort to conventional lecture method, walk into the classroom with a key-point text for one-way communication; and copy a few points on the chalkboard. Lessons are rarely been planned and instructional materials are hardly been used by these teachers.
Computers are capable of improving and contributing to growth in students’ achievement and retention in basic science. The interest of this study is the input of computer-aided instruction to enhance students’ achievement and retention in Nigerian schools.
1.2 Statement of the Problem
Studies have shown that students’ achievement and retention in basic science are unimpressive (Ibraheem, 2004; & Ncharam, 2008). Instructional strategies and cognitive factors have been identified majorly as being responsible for poor achievement and retention in the sciences. Factors such as absence of computers and software packages, fluctuating internet connectivity, arbitrary charges of data bundles, epileptic power supply, computer illiterate teachers and students and gender are hindrances to the use of computer in schools.
Researchers, educators, administrators, Science Teacher Association of Nigeria (STAN) and other relevant educational agents have tried to develop various teaching strategies, yet schools have continually produced students with poor results in basic science as well as other science subjects. These efforts have not yielded desired results in students’ achievement and retention as conventional teaching methods have been used in teaching sciences. This has been attributed to the use of inappropriate teaching strategy in teaching science subjects. Both male and female students of basic science perform poorly.
Mofeed (2011) opined that computer-aided instruction has the ability to empower teachers and learners, and transform teaching and learning processes from being highly teacher-dominated to student-centered. This transformation will result in increased students’ performance; create opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning and communication skills. Consequently, computer-aided instruction could be an adequate strategy in teaching and learning of basic science. Specifically, the problem of this study is how could computer-aided instruction affect JS II students’ achievement and retention in basic science?
1.3 Purpose of the Study
The purpose of this study is to investigate the effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State. It would aim at the following objectives:
1.4 Research Questions
The following research questions will guide the study:
1.5 Hypotheses
This study will be guided by the following null hypotheses which will be tested at 0.05 level of significance:
Ho1. There is no significant difference in the mean achievement scores of students taught using
computer-aided instruction and those taught using modified lecture method.
Ho2. There is no significant difference in the mean retention scores of students taught using
computer-aided instruction and those taught using lecture method.
Ho3. There is no significant difference in the mean achievement scores of male and female
students exposed to computer-aided instruction.
Ho4. There is no significant difference between the mean retention scores of male and female
students in basic science exposed to computer-aided instruction.
1.6 Significance of the Study
The widening gap between developed and developing nations in terms of overall development and wealth creation could be traced to the acquisition and utilization of scientific skills and principles. For Nigeria to close this gap with priority and vigour, the result of this study may serve as a useful tool for students, teachers, policy makers and administrators, for a functional and impact-oriented computer-aided instruction in science education programme.
The study could allow students to study basic science concepts while advancing at their own pace, enabling them to spend the necessary time on each concept. The teacher’s role in this environment is to provide targeted help to students when they need additional assistance. The computer program covers many administrative aspects such as lesson planning, grading, homework and assignment so that teachers may spend more time on individual instruction with struggling students.
The study could allow for more individualized instruction, then it could be more beneficial for struggling students who may not keep up with the pace of the lectures in traditional classrooms or for more advanced students who could progress faster at their own pace. In a traditional classroom, students missing class will miss all the material covered in class that day. In contrast, the computer would pick up where the student left off the last time he/she was in class regardless of whether it was the day before or 5 days before.
The study could help the policy-makers and school administrators to evaluate the use of computer-aided instruction. This includes the cost of hardware and software, the cost in training teachers, and the time that students devote to computer-aided instruction that they would otherwise spend in other forms of instruction. It would be an eye-opener for the school administrators to equip the schools with necessary CAI packages and ICT facilities in all subjects and also train manpower to produce software for science education.
The findings of this study are expected to encourage teachers to adopt appropriate teaching technique like computer-aided instruction which would improve teaching and learning of science subjects. This strategy could expose science in a concretized form and allow students to fully participate in teaching/learning process. This could be achieved through making learning software available in schools and at homes.
It is expected that the findings of this study would bring about understanding and retention which are products of meaningful learning when teaching is effective and meaningful to students as the use of computer-aided programs might be a source of excitement and motivation to Nigerian students in their courses.
The findings would motivate educational administrators to keep abreast with the paradigm shift in pedagogy that is at the heart of education reform in the 21st century. Thus, a shift from conventional chalk-and-talk to computer-aided instruction. This would promote the acquisition of knowledge and skills that would empower students and teachers for lifelong learning.
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NATURAL RESOURCES ASSESSMENT PROJECT TOPICS AND MATERIALS
1. The Impact of Natural Resources Assessment on Sustainable Development.
2. Assessment of Freshwater Resources in Arid Regions.
3. Natural Resource Inventory and Mapping: Techniques and Applications.
4. Evaluating the Role of Remote Sensing in Natural Resources Assessment.
5. The Role of GIS in the Assessment of Natural Resources.
6. Assessing the Contribution of Natural Resources to National Economies.
7. Assessment of Coastal Resources and Their Economic Potential.
8. Natural Resource Management and Assessment for Biodiversity Conservation.
9. The Relationship Between Natural Resources and Economic Development.
10. Natural Resources Depletion and Its Impact on Ecosystem Services.
11-20: Energy Resources
11. Assessment of Solar Energy Resources in Sub-Saharan Africa.
12. Geospatial Assessment of Wind Energy Potential in Coastal Areas.
13. Economic Evaluation of Biomass Resources for Renewable Energy Production.
14. Hydrocarbon Resource Assessment in the Niger Delta Region of Nigeria.
15. The Role of Geothermal Energy Assessment in Sustainable Development.
16. Evaluation of Energy Resources for Sustainable Development in Rural Areas.
17. Assessment of Geothermal Energy Potential in East Africa.
18. Comparative Assessment of Coal Resources and Their Environmental Impact.
19. Assessing the Feasibility of Hydrogen as an Alternative Energy Source.
20. Natural Gas Resource Assessment: Issues and Challenges in Developing Economies.
21-30: Water Resources
21. Water Resources Assessment in Semi-Arid Regions: Challenges and Solutions.
22. The Impact of Climate Change on Water Resources Availability.
23. Groundwater Resource Assessment for Sustainable Irrigation Practices.
24. Spatial Assessment of Wetland Resources and Their Role in Ecosystem Services.
25. River Basin Assessment and Water Quality Management in Developing Countries.
26. Urban Water Resource Management: A Case Study Approach.
27. The Role of Remote Sensing in Water Resources Assessment.
28. Impact of Water Scarcity on Agricultural Productivity in Sub-Saharan Africa.
29. Water Resource Management and its Role in Preventing Conflicts in the Middle East.
30. Climate Change and Water Resources: Assessment of Potential Impact.
31-40: Forest and Biodiversity Resources
31. Forest Resource Assessment Using Remote Sensing Techniques.
32. The Role of Forest Resources in Climate Change Mitigation and Adaptation.
33. Biodiversity Assessment in Tropical Rainforests: A Methodological Approach.
34. The Impact of Deforestation on Ecosystem Services in West Africa.
35. Forest Inventory and Assessment in Sustainable Timber Production.
36. Remote Sensing Techniques for Forest Resource Monitoring and Management.
37. Soil and Water Conservation in Forest Ecosystem Resource Assessment.
38. Quantifying Carbon Sequestration in Forest Resources for Climate Change Mitigation.
39. Assessment of Endangered Species in Forest Ecosystems.
40. The Role of Forests in Water Regulation: Assessment of Hydrological Services.
41-50: Mineral Resources
41. Mineral Resource Assessment and Sustainable Mining Practices.
42. The Role of Geology in the Assessment of Mineral Resources.
43. Exploration and Assessment of Rare Earth Metals in the African Continent.
44. The Economic and Environmental Impacts of Mineral Resource Extraction.
45. Resource Estimation and Modeling of Precious Metal Deposits.
46. Assessment of the Environmental Impacts of Coal Mining.
47. Geo-statistical Methods for the Assessment of Mineral Reserves.
48. Assessment of the Impacts of Illegal Mining on Natural Resources in Developing Countries.
49. Assessment of Oil and Gas Resources in Offshore Regions.
50. The Role of Mineral Resource Assessment in Environmental Impact Assessments (EIA).
51-60: Agricultural Resources
51. Assessing the Potential of Agroforestry for Sustainable Land Resource Management.
52. Soil Fertility Assessment for Agricultural Productivity in Sub-Saharan Africa.
53. Climate Resilience and Agricultural Resource Assessment in the Sahel Region.
54. Land Use Change and Its Impact on Agricultural Resources.
55. Evaluating the Role of Crop Genetic Resources in Sustainable Agriculture.
56. Assessment of Organic Farming Practices and Their Environmental Impact.
57. The Role of Agricultural Resources in Achieving Food Security.
58. Fertilizer Resource Management for Sustainable Agriculture in Africa.
59. Assessment of Irrigation Water Resources for Agricultural Development.
60. The Impact of Land Degradation on Agricultural Productivity in the Drylands.
61-70: Marine and Coastal Resources
61. Assessment of Marine Fishery Resources in the Mediterranean.
62. Coastal Resource Management: The Role of Community-Based Approaches.
63. Marine Biodiversity Resource Assessment in Tropical Regions.
64. The Role of Marine Resources in Economic Development of Coastal Areas.
65. Assessment of Coral Reef Resources and Their Role in Ecosystem Services.
66. Sustainable Management of Mangrove Forest Resources.
67. The Role of Marine Ecosystem Services in Coastal Resilience.
68. Marine Pollution and Its Impact on Coastal Resource Assessment.
69. Assessment of Seagrass Meadows as Marine Natural Resources.
70. Impact of Climate Change on Coastal Resources: A Global Assessment.
71-80: Ecological Resources
71. The Role of Ecological Assessment in Natural Resource Management.
72. Sustainable Management of Wetland Resources: Methodologies and Applications.
73. Biodiversity Loss and Its Impact on Ecological Resources.
74. Ecological Footprint Assessment and Its Implications for Resource Use.
75. Sustainable Land Use Assessment and Ecological Impacts.
76. The Role of Ecotourism in Resource Conservation and Sustainable Development.
77. Ecological Resource Assessment for Restoration and Rehabilitation Projects.
78. Assessing the Health of Ecosystems in the Context of Human Resource Use.
79. The Impact of Invasive Species on Ecological Resource Availability.
80. Ecological Services of Forests and Their Economic Valuation.
81-90: Climate Change and Environmental Resources
81. Assessing the Impact of Climate Change on Agricultural Resource Productivity.
82. The Role of Carbon Trading in Resource Assessment and Climate Change Mitigation.
83. The Impact of Climate Change on Water Resource Availability and Quality.
84. Assessment of Renewable Energy Resources as a Mitigation Strategy for Climate Change.
85. Climate Change Adaptation Strategies for Sustainable Resource Management.
86. Global Warming and Its Impact on Natural Resource Availability.
87. The Role of Wetlands in Climate Change Adaptation: A Resource Assessment.
88. Urbanization, Climate Change, and the Impact on Natural Resources.
89. Coastal Zone Management: Impact of Sea-Level Rise on Resource Availability.
90. Climate Resilience and the Role of Natural Resources in Building Adaptive Capacity.
91-100: Sustainable Resource Management and Policy
91. Assessing the Effectiveness of National Policies on Natural Resource Management.
92. The Role of Environmental Impact Assessments (EIA) in Natural Resource Management.
93. Economic Valuation of Natural Resources for Sustainable Development.
94. Public Participation in Natural Resource Assessment and Management.
95. The Role of Traditional Knowledge in Natural Resource Assessment.
96. Evaluating the Success of Community-Based Natural Resource Management Initiatives.
97. Natural Resource Conflict Assessment and Resolution Mechanisms in Africa.
98. Gender and Natural Resource Management: An Assessment of Impacts.
99. The Role of International Cooperation in Natural Resource Management and Assessment.
100. Assessing the Impact of Trade Policies on Natural Resource Sustainability.
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RELATIONSHIP BETWEEN GENDER VARIABILITY AND SCIENCE PERFORMANCE AMONG POST-BASIC SCHOOL STUDENTS
Chapter One:
Introduction
1.1 Background of the Study
Science education is pivotal in fostering critical thinking, innovation, and socio-economic development. In recent years, there has been increasing concern about the disparities in science performance among students, particularly with respect to gender. Understanding the relationship between gender variability and science performance is essential to developing effective educational strategies and policies that promote equality and improve overall student outcomes.
Historically, gender differences in academic performance, especially in science subjects, have been a topic of considerable debate and research. Various factors, including societal norms, teacher expectations, classroom environment, and inherent cognitive abilities, have been explored to explain why boys and girls might perform differently in science. While some studies suggest that boys tend to outperform girls in certain areas of science, others indicate that girls often excel in other areas or that the differences are minimal and context-dependent.
In the context of post-basic education in Nigeria, which includes senior secondary schools, understanding these gender-based differences in science performance is crucial. This is a critical stage where students’ interests and competencies in science can significantly influence their future academic and career choices. Therefore, investigating the factors contributing to gender variability in science performance can provide valuable insights for educators, policymakers, and other stakeholders.
1.2 Statement of the Problem
Despite numerous efforts to promote gender equality in education, disparities in science performance between male and female students persist. In many Nigerian post-basic schools, there is a noticeable difference in the science achievement levels of boys and girls. This disparity not only affects the academic self-concept of the students but also has long-term implications for gender representation in science, technology, engineering, and mathematics (STEM) fields.
The problem is compounded by various socio-cultural, psychological, and pedagogical factors that influence students’ engagement and performance in science subjects. These include gender stereotypes, differential treatment by teachers, varying levels of encouragement and support from parents, and differences in learning styles and cognitive abilities. Without a comprehensive understanding of these factors and their impact on science performance, efforts to bridge the gender gap may be ineffective.
1.3 Objectives of the Study
The primary objective of this study is to explore the relationship between gender variability and science performance among post-basic school students in Nigeria. Specifically, the study aims to:
Determine the extent of gender differences in science performance among post-basic school students.
Identify the factors contributing to gender variability in science performance.
Assess the impact of socio-cultural, psychological, and pedagogical factors on science performance across genders.
Provide recommendations for strategies and interventions to improve science performance and reduce gender disparities.
1.4 Research Questions
To achieve the objectives outlined, the study seeks to address the following research questions:
To what extent do male and female students differ in their science performance in post-basic schools?
What are the key factors that contribute to gender variability in science performance?
How do socio-cultural, psychological, and pedagogical factors influence science performance among male and female students?
What strategies and interventions can be implemented to enhance science performance and reduce gender disparities?
1.5 Significance of the Study
This study is significant for several reasons. Firstly, it contributes to the existing body of knowledge on gender differences in academic performance, particularly in the context of science education. Secondly, the findings can inform educators, policymakers, and curriculum developers about the specific needs and challenges faced by male and female students in science subjects. Thirdly, by identifying effective strategies and interventions, the study can help promote gender equality in science education, ultimately leading to a more balanced representation of genders in STEM fields.
Furthermore, the study has practical implications for teachers and school administrators who are directly involved in shaping the educational experiences of students. By understanding the factors that influence science performance across genders, they can adopt more inclusive and supportive teaching practices that cater to the diverse needs of all students.
1.6 Scope of the Study
The study focuses on post-basic school students in Nigeria, specifically those in senior secondary schools. It examines their performance in science subjects, including biology, chemistry, and physics. The study considers various factors that may contribute to gender variability in science performance, such as socio-cultural influences, psychological factors, and pedagogical approaches. Data will be collected from a sample of schools across different regions to ensure a comprehensive analysis.
1.7 Definition of Key Terms
Gender Variability: Differences in characteristics, behaviors, and performance between male and female individuals.
Science Performance: The academic achievement of students in science subjects, typically measured through grades, test scores, and assessments.
Post-Basic School Students: Students enrolled in senior secondary schools, usually between the ages of 15 and 18.
STEM: An acronym for Science, Technology, Engineering, and Mathematics, representing a collective focus on these critical fields of study.
1.8 Organization of the Study
This study is organized into five chapters. Chapter One provides the introduction, including the background of the study, statement of the problem, objectives, research questions, significance, scope, and definitions of key terms. Chapter Two reviews the relevant literature on gender differences in science performance, exploring various theoretical perspectives and empirical findings. Chapter Three outlines the research methodology, including the research design, population, sample, data collection instruments, and data analysis techniques. Chapter Four presents the findings and analysis of the data collected, while Chapter Five provides a summary of the findings, conclusions, and recommendations based on the study.
By investigating the relationship between gender variability and science performance among post-basic school students, this study aims to contribute to the ongoing efforts to achieve gender equality in education and improve science education outcomes for all students.
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A REVIEW OF FACTORS INFLUENCING EFFECTIVE TEACHING AND LEARNING OF BASIC SCIENCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The role of basic science in a nation’s development cannot be over-emphasized. Basic science 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 science s 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 basic science .
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 Basic science .
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 basic science 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 basic science 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 basic science by making the teaching of basic science subjects exciting, purposeful and participatory. This calls for the use of an instructional method that would make students develop adequate assimilation and understanding of the concept taught and acquire process skills in basic science .
1.2 STATEMENT OF PROBLEMS
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, Basic science 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 PURPOSE OF THE STUDY
The study aims at determining the factors militating against the teaching and learning of basic science in secondary schools. Specifically, it will address the following:
1. 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. The apparent irrationality on reaction to mathematics, basic science and the students’ rating of Mathematics, sciences and technology.
3. The background of mathematics, basic science teachers as one of the factors militating against the teaching and learning of basic science .
1.4 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 basic science 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.
1.5 SCOPE OF THE STUDY/DELIMITATION
This study on the factors militating against the teaching and learning of basic science in secondary schools was carried out in Enugu Education zone of Enugu State. A random selection approach was used and 4 secondary schools were picked from each local Government area out of three LGAs that make up Enugu Education zone. As a result, 12 schools were used. The targeted population is 25 junior student and 50 senior students from each school with a sample size of nine hundred (900) participants. This is because of financial and time constraint.
1.6 RESEARCH QUESTIONS
The study will attempt to answer the following research questions considering the researcher’s set objective and significance for the study:
1. How do students rate mathematics, basic science generally?
2. Does the attitude of a student contribute to the student’s performance in Mathematics, Basic science ?
3. What are the students’ assessment of their teachers in science, technology and mathematics and to what extent does the quality of the teacher affect the proper teaching and learning of basic science .
1.7 RESEARCH HYPOTHESES
Two null hypothesis guided the study.
1. The phobia attitude and other negative attitude of students towards mathematics and sciences as a result of poor primary school background in mathematics and sciences have been discovered to be the greatest factors Militating against the teaching and learning of basic science in secondary schools.
2. The academic background of teachers has a very big influence on learners’ academic achievement in basic science .
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A REVIEW OF FACTORS AFFECTING IMPLEMENTATION OF BASIC SCIENCE CURRICULA IN GWER WEST LGA OF BENUE STATE
Chapter One:
Introduction
1.1 Background of the Study
Education is a fundamental tool for societal development, and science education, in particular, plays a crucial role in fostering technological advancement and economic growth. Basic Science, as a foundational subject in the Nigerian education curriculum, aims to equip students with essential scientific knowledge and skills that are vital for their intellectual and professional development. However, the successful implementation of the Basic Science curriculum often encounters various challenges, particularly in rural areas such as Gwer West Local Government Area (LGA) of Benue State.
In Nigeria, the Basic Science curriculum is designed to be broad and integrative, covering various disciplines such as Biology, Chemistry, Physics, and Environmental Science. It is intended to lay a solid foundation for students in the sciences, encouraging critical thinking, problem-solving, and innovation. However, the effectiveness of this curriculum in achieving its goals depends largely on several factors, including the availability of qualified teachers, teaching materials, infrastructural facilities, and the overall learning environment.
Gwer West LGA, like many rural areas in Nigeria, faces unique challenges that may hinder the effective implementation of the Basic Science curriculum. These challenges could range from inadequate funding, lack of trained teachers, insufficient instructional materials, and poor school infrastructure, to socio-economic factors affecting both students and teachers. Understanding these factors is crucial for devising strategies to improve the implementation of the Basic Science curriculum in this region.
1.2 Statement of the Problem
Despite the recognized importance of Basic Science education in fostering scientific literacy and preparing students for future careers in science and technology, its implementation in Gwer West LGA has been suboptimal. Reports indicate that students in this region consistently perform below expectations in science subjects, which may be attributed to various impediments in the curriculum implementation process. The persistent challenges in effectively delivering the Basic Science curriculum raise concerns about the quality of science education in the area and the long-term implications for students’ academic and professional futures.
This study, therefore, seeks to investigate the factors affecting the implementation of the Basic Science curriculum in Gwer West LGA of Benue State. By identifying and analyzing these factors, the study aims to provide insights that could inform policy decisions and lead to improved strategies for curriculum implementation, thereby enhancing the quality of Basic Science education in the region.
1.3 Objectives of the Study
The main objective of this study is to investigate the factors affecting the implementation of the Basic Science curriculum in Gwer West LGA of Benue State. The specific objectives are to:
Identify the challenges faced by teachers in implementing the Basic Science curriculum in Gwer West LGA.
Assess the availability and adequacy of instructional materials and facilities for teaching Basic Science.
Examine the impact of teacher qualifications and training on the implementation of the Basic Science curriculum.
Explore the influence of socio-economic factors on students’ engagement and performance in Basic Science.
Suggest strategies for improving the implementation of the Basic Science curriculum in Gwer West LGA.
1.4 Research Questions
To guide this study, the following research questions have been formulated:
What challenges do teachers face in implementing the Basic Science curriculum in Gwer West LGA?
How adequate are the instructional materials and facilities available for teaching Basic Science in Gwer West LGA?
What is the impact of teacher qualifications and training on the implementation of the Basic Science curriculum in the region?
How do socio-economic factors influence students’ engagement and performance in Basic Science?
What strategies can be employed to improve the implementation of the Basic Science curriculum in Gwer West LGA?
1.5 Significance of the Study
This study is significant in several ways. First, it will provide valuable insights into the specific challenges hindering the effective implementation of the Basic Science curriculum in Gwer West LGA. The findings will be beneficial to educational policymakers, school administrators, and teachers in developing targeted interventions to address these challenges. Additionally, the study will contribute to the existing body of knowledge on science education in rural Nigeria, offering a basis for further research in this area. Ultimately, improving the implementation of the Basic Science curriculum will help enhance the quality of science education in Gwer West LGA, thereby fostering better academic outcomes for students and preparing them for future scientific endeavors.
1.6 Scope of the Study
The scope of this study is limited to public secondary schools in Gwer West LGA of Benue State. The study will focus on the factors affecting the implementation of the Basic Science curriculum, including teacher-related factors, availability of instructional materials, infrastructural facilities, and socio-economic influences. Data will be collected from teachers, school administrators, and students in selected schools within the LGA.
1.7 Definition of Terms
Basic Science Curriculum: The structured set of learning objectives and content designed to teach fundamental scientific concepts to students in secondary schools.
Implementation: The process of putting the Basic Science curriculum into practice within the educational system.
Gwer West LGA: A Local Government Area in Benue State, Nigeria, where this study is conducted.
Instructional Materials: Resources such as textbooks, laboratory equipment, and visual aids used in teaching Basic Science.
Socio-economic Factors: The social and economic conditions that may influence the educational outcomes of students, including family income, parental education, and access to resources.
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A REVIEW OF EVALUATION OF SCIENCE EDUCATION PROGRAMME IN ENUGU STATE COLLEGE OF EDUCATION
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Science education is a critical component of national development, as it equips learners with the knowledge and skills required to understand and apply scientific principles in various aspects of life. Science plays an integral role in fostering technological advancements, economic growth, and addressing societal challenges such as health, energy, and the environment. In Nigeria, the significance of science education is well recognized, particularly at the tertiary level, where institutions like colleges of education are responsible for training future science teachers and educators.
Enugu State College of Education is one of such institutions tasked with the responsibility of preparing competent teachers in the field of science education. However, the effectiveness of science education programmes in Nigerian institutions, including Enugu State College of Education, has often been a subject of evaluation. Issues such as inadequate infrastructure, insufficient teaching resources, poorly trained instructors, and lack of curriculum alignment with current scientific and technological trends have been identified as some of the factors impeding the success of these programmes. Therefore, it becomes necessary to evaluate the science education programme at Enugu State College of Education to determine its strengths, weaknesses, and potential areas for improvement.
This evaluation is crucial in understanding how well the institution prepares its students to meet the demands of the modern science education landscape. By assessing the programme’s curriculum, teaching methods, availability of resources, and students’ performance, this study aims to provide insights that will help improve science education delivery in the college.
1.2 Statement of the Problem
Despite the increasing importance of science education in national development, there has been growing concern over the quality of science education programmes in Nigerian institutions, including Enugu State College of Education. The challenges facing these programmes range from a shortage of qualified science teachers, outdated teaching materials, poor laboratory facilities, and an insufficient emphasis on practical skills development. These issues have contributed to suboptimal student performance and low interest in science-related disciplines among graduates of the college.
Furthermore, the gap between the curriculum content and real-world scientific applications, combined with a lack of modern instructional technology, hampers the ability of graduates to contribute effectively to scientific and technological progress. This situation calls for a systematic evaluation of the science education programme in the college to identify the specific areas of weakness and recommend strategies for improvement.
1.3 Purpose of the Study
The purpose of this study is to evaluate the science education programme in Enugu State College of Education. Specifically, the study aims to:
Assess the adequacy and relevance of the science education curriculum.
Examine the quality of teaching methods and instructional resources used in the programme.
Evaluate the availability and condition of laboratory facilities for practical science teaching.
Investigate the qualification and experience level of science education instructors.
Determine the impact of the programme on students’ academic performance and interest in science-related careers.
Propose recommendations for enhancing the effectiveness of the science education programme in the college.
1.4 Research Questions
To guide this study, the following research questions have been formulated:
How adequate and relevant is the science education curriculum at Enugu State College of Education?
What teaching methods and instructional resources are employed in the science education programme, and how effective are they?
Are there sufficient laboratory facilities for practical science education, and what is their condition?
What is the qualification and experience level of the science education instructors at the college?
What is the overall impact of the science education programme on students’ academic performance and interest in science careers?
1.5 Significance of the Study
This study is significant for several reasons. First, it will provide valuable insights into the strengths and weaknesses of the science education programme at Enugu State College of Education, highlighting areas where improvements are needed. The findings will be beneficial to educational administrators, policymakers, and curriculum developers as they work to enhance the quality of science education in the college and other similar institutions.
Additionally, the study will contribute to the body of knowledge on science education in Nigeria, particularly in teacher training institutions. It will also serve as a reference for future research on the evaluation of science education programmes in other colleges of education. Ultimately, the results of this study will help improve the quality of science teachers produced by the college, which is critical to fostering scientific literacy and innovation in Nigeria.
1.6 Scope of the Study
This study focuses on evaluating the science education programme at Enugu State College of Education. It will cover key components such as the curriculum, teaching methods, instructional materials, laboratory facilities, and the qualifications of instructors. The study will be limited to the science education department of the college and will involve both students and faculty members as participants.
1.7 Definition of Terms
Science Education: A field of study concerned with the teaching and learning of science concepts and principles, particularly in educational institutions.
Programme Evaluation: A systematic process of assessing the design, implementation, and outcomes of an educational programme to determine its effectiveness and areas for improvement.
Curriculum: A structured set of educational materials and content designed for teaching and learning in a particular field of study.
Instructional Materials: Resources used by teachers to facilitate learning, including textbooks, laboratory equipment, audiovisual aids, and digital tools.
Laboratory Facilities: Physical spaces and equipment used for conducting scientific experiments and practical lessons in science education.
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EFFECT OF USING COMPUTER AIDED INSTRUCTION IN TEACHING BASIC SCIENCE IN JUNIOR SECONDARY SCHOOL
INTRODUCTION
1.1 Background of the Study
Science and technology have greatly contributed to the convenience and comfort of man. Every manufactured good seen at home and place of work is a product of science and technology. For instance, mobile phones, radio and television sets, PC tablets, iPads, iPhones, iPods, laptops, desktops among other devices are products of science and technology (Tunde & Anthony, 2010). In the same way, the fruit juices and soft drinks consumed daily, the cars, the motorcycles and bicycles, the clothes and shoes are all products of science and technology. In view of these contributions, Ashiker (2012) opined that concrete steps should be taken to get the Nigerian citizens well groomed in science and technology for the country’s scientific and technological advancement.
As the world is constantly changing and ways in which human beings function at home, place of work and school are also changing. The speed at which technology is developing plays a major role in these changes. From offline to on-line classes, computers are influential in human life, and can enhance the learning process in schools in various ways. This may be the reason why Keziah, (2011) asserted that, with the increasing popularity of computer technology, it is essential for school administrators to support and encourage computer technology in our education system as it has become an important medium in instructional delivery. In recognition of the importance of computer in the teaching/learning process in Nigeria, the National Council on Education introduced computer education in 1987.
Computer-aided instruction involves the use of computers to supplement classroom instruction. Computer-aided instruction does not fully replace the teacher in a classroom environment. The computer is simply an electronic device or machine that accepts data, processes data and gives out output with great speed and accuracy. Computer-aided instruction uses a combination of texts, graphics, sound and videos in the learning process. Computer-aided instruction system is designed to automate certain forms of drill and practice instruction in delivering basic skills (Tinto, 2007). There are different types of computer-aided instruction software in science education including drill and practice, tutorial software, instructional games, simulations, problem-solving software and discovery environment.
However, this study is anchored on drill and practice software. This software provides opportunities for students to work on problems or examples one at a time and then receive feedback on performance. It is used as a mean to learn or review new content. It is made up of flashcard activities, branching drills and extensive feedback activities. Many of these programs are smartphone friendly so students can access the activities anywhere.
The Federal Republic of Nigeria (FRN, 2004), in release of educational objectives for secondary schools, emphases the need to equip students to live effectively in this modern age of science and technology. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to FRN (2004) include the need to prepare students to observe and explore the environment; explain simple natural phenomena; develop scientific attitudes including curiosity, critical reflection and objectivity; apply the skills and knowledge gained through science to solve everyday problems in the environment; and develop self-confidence and self-reliance through problem-solving activities in science.
In an effort to attain these objectives, several strategies and resources have evolved for science teaching and learning. The resources range from human to materials including the audio-visual and media materials that can be used to sustain the attention of the students during the lesson. Towards the end of the 20th century and at the beginning of the 21st century, it became apparent that national development depends on educational advancement which in turn depends on technological progress (Onasanya, Shehu, Ogunlade & Adefuye, 2011). It is in respect of this, that Samba and Eriba (2011) opined that teaching must go beyond the chalk-and-talk method and it must involve the totality of the student, the instructions must be prepared in such a way that at any time, students’ learning must make use of more than two senses.
The roles of computer-aided instruction in science education are varied and these include fostering students interest and motivation; promoting students commitment to learning; making lessons more exciting and interesting for both teachers and students; making students to do science effectively and conducting experiments as viewed on screen; and facilitating the process of learning through interaction with drill and practice software and simulations. The most important feature in computerized instruction is that it permits a high degree of individualization. This means that students can proceed at their own pace, following a path through the curriculum as suited to their particular interest and talent.
In view of the relevance of computer technology in science education, the study of effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State is undertaken. Two groups of learners studying the same curriculum will be compared; one group will use computer-aided instruction; and the other will use modified lecture method.
Achievement is the performance of students in a test or examination. In determining the students’ achievement using computer-aided instruction, Ash (2005) found that computer-aided instruction packages enhanced students’ academic achievement in an aspect of mathematics in middle schools. Study conducted by Kingsley and Boone (2008), revealed that students who used computers in addition to textbooks in instruction scored higher on a standardized State test. Computer-aided strategy could expose science in active data based form and allow students and teachers to fully participate in the teaching-learning process. This may help to reduce the long time stigma of the chalk-and-talk approach to science teaching.
As the growth of educational programs continues to rapidly accelerate, concern over the retention of the students’ knowledge is increasing. Retention is the ability of a student to hold and bring to mind a memory of the previously learned skills, knowledge and experience during and after examination. Retention is significantly important, not just for student success, but also for the success of academic institutions. Nnaobi (2013) found that computer-aided instruction has the ability to sustain students’ interest, encourage them to participate actively in the lesson and retain concepts learnt for a long time.
Astin (2006) asserted that the higher the school Grade Point Average (GPA) and the Scholastic Aptitude Test (SAT) examination scores of a college student, the stronger the chance that the same student will retain knowledge in schools. Deducing from this, school managers should benchmark their students’ scores and GPA higher to increase students’ retention abilities. The true art of memory and retention is the skill of attention (Tinto, 2007). For effective retention of the learnt concepts, principles, theories, laws, ethics and assumptions of science in students’ short and long term memories, science teachers should get, use, link and picture the learning experience through the use of the computer.
Gender issues in students’ achievement and retention have caused a lot of concerns to educationists. Gender is the biological anatomy that differentiates a male from female. Gender issues have been linked with students’ achievement and retention in academic tasks in several studies without any definite conclusion. But there is a general conclusion that there is a little or no gender imbalance in computer use, access, career and attitude. This is why Davies, Klawe, Ng, Nyhus, and Sullivan (n.d.) suggested that the role that technology will play in the future should be a concern for men and women, practitioners, policy makers and parents. This study is out to compare the achievement and retention of male and female students in basic science exposed to computer-aided instruction.
The integrated science (now basic science) curriculum is a broad field curriculum in which subject matter from different subject areas of biology, chemistry, physics, astronomy, geology and environment are synthesized to provide a holistic and unified nature of science (Adejoh, 2006). It is a three-year course developed in spiral to form themes whereby topics get increasingly more detailed as the year progresses. The aim of basic science is to begin to teach students what science is and how a scientist works. To realize this objective, it is expected that students carry out the kind of activities scientists carried out in their works, which is the beginning of the acquisition of series of skills, attitudes, principles, knowledge, assumptions and ethics of science.
Conventional teaching methods such as chalk-and-talk known as a traditional teaching method in which teachers address students by using board to provide examples or illustrations have been continually used by the science teachers despite its criticisms by the experts in science education. It is an oral presentation intended to teach students about concepts, theories, history, background and equations which places students in passive rather than an active role.
Nevertheless, the Nigerian Educational Research and Development Council (NERDC, 2007) stipulates the use of activity-based and guided inquiry approaches to basic science teaching, but the adoption and application of these methods are still an illusion because of paucity of instructional materials and unwillingness of the science teachers to improvise alternative materials locally to improve instructional delivery. Consequently, teachers resort to conventional lecture method, walk into the classroom with a key-point text for one-way communication; and copy a few points on the chalkboard. Lessons are rarely been planned and instructional materials are hardly been used by these teachers.
Computers are capable of improving and contributing to growth in students’ achievement and retention in basic science. The interest of this study is the input of computer-aided instruction to enhance students’ achievement and retention in Nigerian schools.
1.2 Statement of the Problem
Studies have shown that students’ achievement and retention in basic science are unimpressive (Ibraheem, 2004; & Ncharam, 2008). Instructional strategies and cognitive factors have been identified majorly as being responsible for poor achievement and retention in the sciences. Factors such as absence of computers and software packages, fluctuating internet connectivity, arbitrary charges of data bundles, epileptic power supply, computer illiterate teachers and students and gender are hindrances to the use of computer in schools.
Researchers, educators, administrators, Science Teacher Association of Nigeria (STAN) and other relevant educational agents have tried to develop various teaching strategies, yet schools have continually produced students with poor results in basic science as well as other science subjects. These efforts have not yielded desired results in students’ achievement and retention as conventional teaching methods have been used in teaching sciences. This has been attributed to the use of inappropriate teaching strategy in teaching science subjects. Both male and female students of basic science perform poorly.
Mofeed (2011) opined that computer-aided instruction has the ability to empower teachers and learners, and transform teaching and learning processes from being highly teacher-dominated to student-centered. This transformation will result in increased students’ performance; create opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning and communication skills. Consequently, computer-aided instruction could be an adequate strategy in teaching and learning of basic science. Specifically, the problem of this study is how could computer-aided instruction affect JS II students’ achievement and retention in basic science?
1.3 Purpose of the Study
The purpose of this study is to investigate the effect of computer-aided instruction on junior secondary basic science students’ achievement and retention in Benue State. It would aim at the following objectives:
1.4 Research Questions
The following research questions will guide the study:
1.5 Hypotheses
This study will be guided by the following null hypotheses which will be tested at 0.05 level of significance:
Ho1. There is no significant difference in the mean achievement scores of students taught using
computer-aided instruction and those taught using modified lecture method.
Ho2. There is no significant difference in the mean retention scores of students taught using
computer-aided instruction and those taught using lecture method.
Ho3. There is no significant difference in the mean achievement scores of male and female
students exposed to computer-aided instruction.
Ho4. There is no significant difference between the mean retention scores of male and female
students in basic science exposed to computer-aided instruction.
1.6 Significance of the Study
The widening gap between developed and developing nations in terms of overall development and wealth creation could be traced to the acquisition and utilization of scientific skills and principles. For Nigeria to close this gap with priority and vigour, the result of this study may serve as a useful tool for students, teachers, policy makers and administrators, for a functional and impact-oriented computer-aided instruction in science education programme.
The study could allow students to study basic science concepts while advancing at their own pace, enabling them to spend the necessary time on each concept. The teacher’s role in this environment is to provide targeted help to students when they need additional assistance. The computer program covers many administrative aspects such as lesson planning, grading, homework and assignment so that teachers may spend more time on individual instruction with struggling students.
The study could allow for more individualized instruction, then it could be more beneficial for struggling students who may not keep up with the pace of the lectures in traditional classrooms or for more advanced students who could progress faster at their own pace. In a traditional classroom, students missing class will miss all the material covered in class that day. In contrast, the computer would pick up where the student left off the last time he/she was in class regardless of whether it was the day before or 5 days before.
The study could help the policy-makers and school administrators to evaluate the use of computer-aided instruction. This includes the cost of hardware and software, the cost in training teachers, and the time that students devote to computer-aided instruction that they would otherwise spend in other forms of instruction. It would be an eye-opener for the school administrators to equip the schools with necessary CAI packages and ICT facilities in all subjects and also train manpower to produce software for science education.
The findings of this study are expected to encourage teachers to adopt appropriate teaching technique like computer-aided instruction which would improve teaching and learning of science subjects. This strategy could expose science in a concretized form and allow students to fully participate in teaching/learning process. This could be achieved through making learning software available in schools and at homes.
It is expected that the findings of this study would bring about understanding and retention which are products of meaningful learning when teaching is effective and meaningful to students as the use of computer-aided programs might be a source of excitement and motivation to Nigerian students in their courses.
The findings would motivate educational administrators to keep abreast with the paradigm shift in pedagogy that is at the heart of education reform in the 21st century. Thus, a shift from conventional chalk-and-talk to computer-aided instruction. This would promote the acquisition of knowledge and skills that would empower students and teachers for lifelong learning.
HOW TO RECEIVE PROJECT MATERIAL (S)
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Account Number: 3139283609
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08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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AN EFFECT OF ICT IN EFFECTIVE TEACHING AND LEARNING OF BASIC SCIENCE IN UPPER BASIC SCHOOLS
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
Statement of problem
Research questions
Objective of study
Scope and Delimitation of study
CHAPTER TWO
Literature review
CHAPTER THREE
Methodology
Design of the study
Population of the study
Sampling techniques
Method of data collection
Method of data analysis
CHAPTER FOUR
Data presentation and analysis
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Recommendation
REFERENCE
APPENDIX (QUESTIONNAIRE)
CHAPTER ONE
1.1 INTRODUCTION
Communication is the livelihood of today’s business. Electronic data communication is becoming the industry standard of transaction media and widely used in such areas as education, payment of bills, video conferencing, and group work collaboration, etc through tele-education and tele-medicines, as already practiced in many developed countries such as South Africa, India and China, education and health can be brought to the door step of the rural and deprived urban cities in all countries in Africa.
Tertiary education occupies the apex of education endeavours in Nigeria. Tertiary education is offered after secondary education in universities, colleges of education, polytechnic, and monotechnics, among others. The goals of tertiary education as noted in the national policy on education (FRN, 2004) include the contribution to national development through high level manpower training, development and inculcation of proper values for the survival of Nigerian society and individuals development of the individual intellectual capabilities so as to understand their immediate and local environment, and provide opportunities for the acquisition of physical and intellectual skills necessary for individuals to be self-reliant and be useful member of the society. It is also meant to promote and encourage scholarship and community service forge and promote national unity, and the promotion of national and international understanding.
Information and communication technology (ICT) is defined as computer based tools used by people to work with the information and communication processing needs of an organization. It is widely acknowledged that ICTs can be used to improve the quality of teaching and learning in any tertiary institution. the prevalence and rapid development of information and communication technologies (ICTs) has transformed human society from the information technology age to the knowledge age (Galbreath, 2000). Moursund and Bielefeldts (1999) identified three major ways of using ICT for teaching and learning. These are information technology (IT) assisted learning, technology as a tool and computer and information science. Information technology (IT) assisted learning was divided into;
i. Computer-assisted learning, which is the interaction between a student and a computer system designed to help the students learn to drill and practice, tutorial, simulation and virtual realities.
ii. Computer assisted research implies where ICT is used as an aid to doing library and empirical research. This is enhanced through the growth of world wide web which has created virtual library that can only be accessed by the technological literate.
iii. Distance learning, which is the use of telecommunication, designed to facilitate students learning through e-mail, interactive web sites and two-way audio/video teleconferencing.
Information and communication technology (ICT) should be used as a pedagogically powerful tool for the construction and modeling of knowledge. Inspite of ICT recognized potentials; their integration in teaching learning process will be dependent on teaching. Empirical findings have indicated that even teachers who have competence in the use of ICT do not integrated them in their t4eaching. For instance, Moursund and Bielefeld (1999) report on now teachers use of information technology indicated that;
i. The technology skills of teacher education faculty were comparable to the skills of the student they teach and that
ii. Most teacher educators did not model the use of technology in their teaching. Thus, lectures need to be induced not only to be competent in using ICT but also in integrating them in instruction.
1.2 STATEMENT OF THE PROBLEM
The improvement in the development of ICT facilities usage has been of a great deal. It is believed that this improvement has not been felt in the area of academic. Most studnet4s around the world knows how to operate this so called ICT facilities but it contribution to learning and teaching process has not been analyzed which is why this study is been set up to investigate the use of ICT in the learning of basic science among students teachers in College of Education, Ekiadolor-Benin City.
1.3 RESEARCH QUESTIONS
1. How do student teachers use ICT to solve problems in their everyday lives?
2. What conditions do constrain or enable utilization of ICT in student teachers learning?
3. How do student teachers collaborate to address ICT based constraints encountered in their everyday learning practice?
1.4 OBJECTIVES OF THE STUDY
1. To determine the extent at which students teachers make use of ICT in their learning process.
2. To determine what constraints hinders the use of ICT in the study area.
3. To suggest solutions to the constraints that hinders the use of ICT in the study area.
1.5 SIGNIFICANCE OF THE STUDY
This study is embarked upon to determine the use of ICT in the learning of basic science among student’s teachers in the College of Education, Ekiadolor, Benin City. Knowing the contribution of the use of ICT facilities will encourage the authority on how to make this facility more available to the students and also educate the available to the students and also educate the novice among the students the importance of using ICT.
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A REVIEW OF EFFECT OF CLASS SIZE ON ACADEMIC PERFORMANCE OF UPPER BASIC 2 SCIENCE STUDENTS IN GBOKO LGA OF BENUE STATE
Chapter One: ‘
Introduction’
1.1 Background of the Study
The impact of class size on academic performance has been a long-standing topic of interest among educators, policymakers, and researchers. Class size refers to the number of students for whom a teacher is responsible during a given instructional period. The size of a class can significantly affect the quality of education and the level of individual attention students receive. In the context of Upper Basic 2 science students in Gboko Local Government Area (LGA) of Benue State, Nigeria, this study seeks to explore how variations in class size influence academic performance in science subjects.
Education is a critical pillar in the development of any society, and the quality of education received by students can significantly influence their future opportunities and contributions to the community. Among the various factors that affect the quality of education, class size has been a topic of considerable debate and research. Class size, defined as the number of students assigned to a teacher during a particular instructional period, is believed to play a crucial role in the learning process, impacting student engagement, teacher effectiveness, and overall academic performance.
In many educational systems, particularly in developing regions like Gboko Local Government Area (LGA) of Benue State, Nigeria, the issue of large class sizes has become increasingly prevalent. This situation is often attributed to factors such as population growth, limited educational infrastructure, and insufficient teaching staff. As a result, students, especially at critical educational stages like Upper Basic 2 (equivalent to the eighth grade), may experience challenges that hinder their academic progress, particularly in science subjects, which require a hands-on approach and individual attention.
Science education is vital for developing critical thinking, problem-solving skills, and a foundation for future careers in science, technology, engineering, and mathematics (STEM). Therefore, understanding the impact of class size on the academic performance of Upper Basic 2 science students is essential for implementing effective educational policies and practices. This study seeks to explore the relationship between class size and academic performance in science subjects among Upper Basic 2 students in Gboko LGA, with the goal of identifying optimal class sizes that support student achievement and engagement.
1.2 Statement of the Problem
In recent years, concerns have been raised about the declining performance of students in science subjects at the Upper Basic 2 level in Gboko LGA. Despite various educational reforms and investments, students continue to struggle with achieving satisfactory grades. One potential factor contributing to this issue is class size. Large class sizes may lead to overcrowded classrooms, limited student-teacher interaction, and inadequate instructional resources, which can negatively impact students’ understanding and engagement in science lessons. This study aims to investigate the correlation between class size and academic performance among Upper Basic 2 science students in Gboko LGA.
1.3 Objectives of the Study
The primary objectives of this study are:
To examine the current class size distribution among Upper Basic 2 science students in Gboko LGA.
To assess the academic performance of students in science subjects across different class sizes.
To determine the relationship between class size and students’ academic performance in science.
To identify other factors that may mediate the effect of class size on academic performance.
To provide recommendations for optimal class sizes to enhance the academic performance of students.
1.4 Research Questions
This study seeks to answer the following research questions:
What is the average class size for Upper Basic 2 science students in Gboko LGA?
How does class size affect the academic performance of students in science subjects?
Is there a significant difference in academic performance between students in small, medium, and large classes?
What other factors influence the academic performance of Upper Basic 2 science students in Gboko LGA?
What are the perceptions of teachers and students regarding the impact of class size on learning outcomes?
1.5 Hypotheses of the Study
The study will test the following hypotheses:
There is no significant relationship between class size and the academic performance of Upper Basic 2 science students in Gboko LGA.
There is a significant difference in the academic performance of students based on class size (small, medium, large).
Other factors such as teacher qualifications, availability of instructional resources, and student socio-economic background significantly influence academic performance, independent of class size.
1.6 Significance of the Study
This study is significant for several reasons. It will provide valuable insights into how class size impacts student learning, specifically in science subjects, which are crucial for developing critical thinking and problem-solving skills. The findings will be useful for educators, school administrators, and policymakers in making informed decisions about class size regulations and resource allocation. Additionally, the study will contribute to the broader academic literature on educational practices in Nigeria and other similar contexts.
1.7 Scope and Delimitation of the Study
The study focuses on Upper Basic 2 science students in public secondary schools within Gboko LGA of Benue State. It examines the impact of class size on academic performance, specifically in science subjects, while also considering other relevant variables. Private schools are excluded from the study to maintain consistency in the sample population. The study covers the academic performance data from the past two academic years to provide a comprehensive analysis.
1.8 Definition of Terms
Class Size: The number of students assigned to a single teacher during a specific period.
Upper Basic 2: The second year of the upper basic education level in Nigeria, equivalent to the eighth grade.
Academic Performance: The measurable outcomes of student learning, typically represented by grades or test scores in science subjects.
Gboko LGA: A Local Government Area in Benue State, Nigeria, where the study is conducted.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
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Account Number: 3139283609
Bank: FIRST BANK
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08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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A REVIEW OF EFFECT OF ACTIVE LEARNING STRATEGY ON PERFORMANCE OF UPPER BASIC2 SCIENCE STUDENTS IN KONSHISHA LGA OF BENUE STATE
Abstract
This study investigates the effect of active learning strategies on the academic performance of Upper Basic 2 science students in Konshisha Local Government Area (LGA) of Benue State, Nigeria. The persistent issue of low student engagement and poor performance in science subjects, often attributed to traditional teacher-centered instructional methods, underscores the need for alternative teaching approaches. Active learning, which involves students in the learning process through discussions, problem-solving, and hands-on activities, has been proposed as a solution to enhance student engagement and improve academic outcomes.
The research adopts a quasi-experimental design, comparing the performance of students taught using active learning strategies with those taught using traditional methods. A sample of Upper Basic 2 science students from selected schools in Konshisha LGA was used for the study. Data were collected through pre-tests, post-tests, and observation of classroom activities, and analyzed using statistical methods to determine the impact of the active learning strategies.
The findings reveal a significant improvement in the academic performance of students exposed to active learning strategies compared to those taught through traditional methods. Additionally, the study identifies increased student engagement and participation in science classes as a key outcome of active learning. However, challenges such as limited resources and teacher readiness to implement active learning strategies were noted.
The study concludes that active learning strategies significantly enhance student performance and engagement in science education at the Upper Basic 2 level. It recommends the adoption of active learning approaches in science curricula and calls for teacher training programs to support the effective implementation of these strategies. These findings have implications for educational practice and policy, particularly in regions facing challenges in science education.
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Education is the foundation of any society, shaping individuals and influencing national development. Science education, in particular, is critical in promoting technological advancement and innovation. At the upper basic level, science education lays the groundwork for students to develop critical thinking, problem-solving skills, and a deeper understanding of the natural world. However, the traditional teacher-centered instructional approach often fails to engage students effectively, leading to poor academic performance and a lack of interest in science subjects.
Active learning strategies, which involve students in the learning process through activities, discussions, and hands-on experiences, have gained attention as a means of improving student engagement and academic performance. Unlike passive learning, where students receive information passively from the teacher, active learning requires students to actively participate in their own learning, fostering a deeper understanding and retention of knowledge.
Konshisha Local Government Area (LGA) in Benue State, Nigeria, like many other regions, has faced challenges in the quality of science education at the upper basic level. Poor performance in science subjects has been a recurring issue, attributed to various factors, including the instructional strategies employed by teachers. This study seeks to investigate the effect of active learning strategies on the performance of Upper Basic 2 science students in Konshisha LGA, with the aim of identifying effective teaching methods that can enhance student performance and interest in science.
1.2 Statement of the Problem
The persistent low performance of students in science subjects at the upper basic level in Konshisha LGA has raised concerns among educators, parents, and policymakers. Despite various efforts to improve science education, the traditional teacher-centered approach continues to dominate classrooms, often leading to disengagement and poor academic outcomes among students. This study addresses the need for alternative instructional strategies that can foster better student engagement and improve academic performance in science.
Active learning strategies, which emphasize student participation and hands-on learning, have shown promise in improving academic outcomes in various educational settings. However, there is limited empirical evidence on the effectiveness of these strategies in the context of science education in Konshisha LGA. This study aims to fill this gap by exploring the impact of active learning strategies on the performance of Upper Basic 2 science students in the area.
1.3 Purpose of the Study
The primary purpose of this study is to examine the effect of active learning strategies on the academic performance of Upper Basic 2 science students in Konshisha LGA, Benue State. Specifically, the study seeks to:
Determine the level of student engagement in science classes using active learning strategies.
Compare the academic performance of students taught using active learning strategies with those taught using traditional teaching methods.
Identify the challenges faced by teachers in implementing active learning strategies in science education.
Provide recommendations for improving science education through the adoption of active learning strategies.
1.4 Research Questions
To guide this study, the following research questions have been formulated:
How does the use of active learning strategies affect student engagement in Upper Basic 2 science classes in Konshisha LGA?
What is the difference in academic performance between students taught using active learning strategies and those taught using traditional methods?
What challenges do teachers encounter in implementing active learning strategies in science education?
What strategies can be recommended to enhance the effectiveness of active learning in science education?
1.5 Research Hypotheses
The study will test the following null hypotheses:
There is no significant difference in student engagement between Upper Basic 2 science students taught using active learning strategies and those taught using traditional methods.
There is no significant difference in the academic performance of Upper Basic 2 science students taught using active learning strategies and those taught using traditional methods.
1.6 Significance of the Study
This study is significant for several reasons:
Educational Practice: The findings will provide insights into the effectiveness of active learning strategies in improving student engagement and performance in science education. This could lead to the adoption of more student-centered teaching approaches in Konshisha LGA and beyond.
Policy Making: The study’s outcomes could inform policymakers in the education sector on the need to revise curricula and teaching methodologies to incorporate active learning strategies, thereby improving science education outcomes.
Teacher Development: The study will highlight the challenges teachers face in implementing active learning strategies and suggest ways to address these challenges, which could enhance teacher training and professional development programs.
Future Research: The study will contribute to the existing body of knowledge on active learning in science education, providing a basis for future research in similar educational contexts.
1.7 Scope of the Study
This study focuses on Upper Basic 2 science students in Konshisha LGA of Benue State. It examines the impact of active learning strategies on student engagement and academic performance in science subjects. The study will involve a comparison between students taught using active learning strategies and those taught using traditional teaching methods. The scope is limited to science education at the Upper Basic 2 level, and the findings may not necessarily be generalizable to other subjects or educational levels.
1.8 Definition of Terms
Active Learning: An instructional approach that involves students in the learning process through activities, discussions, problem-solving, and hands-on experiences, as opposed to passive listening to a teacher’s lecture.
Traditional Teaching Methods: Conventional instructional approaches that are primarily teacher-centered, with the teacher delivering content while students passively receive information.
Upper Basic 2: A level of education in the Nigerian school system, equivalent to the eighth grade, where students are typically between the ages of 13 and 14.
Academic Performance: The level of achievement or proficiency demonstrated by students in their educational assessments, usually measured through tests, exams, or continuous assessment scores.
Science Education: A field of education that deals with the teaching and learning of science subjects, including biology, chemistry, physics, and integrated science, at various educational levels.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>