1.1 Introduction
Basic Science has become such an indispensable tool that no nation, developed, undeveloped or developing, wishing to progress in the socio-economic sphere will afford to relegate its learning in schools. The role of science in this modern era of technology cannot be over emphasized. According to Olorundare (2011), the role of science in the development of modern societies is evident especially in the face of modern technological innovations. In other words, development of any nation is dependent on the advancement and application of science and technology (Ogunlaye & Fasakin, 2011; Awodun, Oni & Aladejana 2014). This however cannot strive fully without the knowledge and understanding of the theories and principles of physics and their applications to real life situations.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of the Study
Science is the knowledge about the structure and behavior of the natural and physical world based on facts that can be proved. Science is an attempt by human beings to organize their experiences about nature into meaningful system of explanation (Isyaku, 2009). The major objective of science education as stated in the National Policy on Education is to equip the students to live effectively in our modern age of science and technology (FRN, 2004). Science has been and would continue to be of tremendous importance because of its ability to explain many natural occurrences and the central role it plays in the world’s current technology development. In our century, it is the soul of the prosperity of nations and it is an economic and technological development as well as improving the quality of life of the individuals and the society at large.
Science education plays a vital role in the individuals and the development of a nation scientifically and technologically (Alebiosu and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway to the survival of a nation scientifically and technologically is scientific literacy which can only be achieved through science education. Towards revolutionizing Nigerian educational system, the 1969 conference gave birth to the National policy on Education which brought about significant changes to the Nigerian educational system (Alebiosu and Ifamuyiwa, 2008).
The Nigerian government’s efforts towards making sure that Nigerian children show interest in science and science-oriented programmes cannot be said to have yielded much fruit. This is because many of the students at the Junior Secondary School level (J.S.S) are not showing interest in studying basic science at the Senior Secondary School level. This has affected them in choosing science-oriented programmes at the Nation’s tertiary institutions level. The problem stemmed from the conventional-lecture method being used by the basic science teachers at the J.S.S. level (Odetoyinbo, 2004).
Educators understand that changes in student outcomes must be supported by parallel changes in curriculum and instruction. However, it is apparent that many of today’s teachers are caught in the midst of a change for which they may not have been professionally prepared. Many teachers were educated in the class rooms where the role of the students was to memorize information, conduct well regulated experiments and were then tested on their ability to repeat these tasks or remember specific facts (Dogru and Kalender 2007).
Adedeji, Adeyinka and Adeniyi (2009) revealed that there is a strong relationship between self-efficacy and academic achievement or learning outcomes. Zimmerman (2000) had found that students who are self-efficacious are more likely to undertake difficult and challenging tasks thereby promoting their academic achievement than students who are not self- efficacious. Science, as a school subject, has over the years gained prominence in the school curriculum worldwide. In the last five decades, the world has witnessed science curriculum innovations and several changes in the teaching of the content in different levels of education. The problem of underachievement in Basic Science education has been attributed to the attitude of students towards the subjects, the teachers, the school facilities and the laboratory equipment.
Therefore, in Warri-South district, Delta State where the research was carried out, the activities that was conducted is to know the Challenges Facing the Teaching and Learning of Basic Science in Junior Secondary Schools.
1.3 Statement of Problems
Investigation revealed that the incompetent teacher who lacks the pedagogical skills may not be able to utilize the materials effectively even when they are available. The Nigerian government’s efforts towards making sure that Nigerian children show interest in science and science-oriented programmes cannot be said to have yielded much fruit. This has affected them in choosing science-oriented programmes at the Nation’s tertiary institutions level.
The problem stemmed from the conventional-lecture method being used by the basic science teachers at the J.S.S. level (Odetoyinbo, 2004). In order to resolve these difficulties, this research is aimed at finding the factors related to underachievement in Basic Science education.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Challenges Facing the Teaching and Learning of Basic Science in Junior Secondary Schools using Warri-South district, Delta State as a case study. In achieving this aim, the following specific objectives were set out as follows:
- To examine the students’ academic achievement to Basic Science between male and female students in the area under study;
- To evaluate the Secondary School Students Academic Performance in Basic Science in the area under study;
- To find out the major factors affecting teaching and learning of Basic Science related subjects in Nigeria; and
- To estimate the influence of some major stakeholders on the teaching and learning of Basic Science related subjects in Nigeria.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are basic science teachers in sampled schools qualified and adequate?
- Does government provide adequate facilities for the teaching and learning of basic science related subjects?
- What is the Secondary School Students Academic Performance in Basic Science in the area under study?
- What are the major factors affecting teaching and learning of Basic Science related subjects in Nigeria?
- What are the influence of some major stakeholders on the teaching and learning of Basic Science related subjects in Nigeria?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant difference in the influence of stakeholders and the difficulty of students in learning basic science related subjects in Nigeria schools
- H1: There is a significant difference in the influence of stakeholders and the difficulty of students in learning basic science related subjects in Nigeria schools
Hypothesis Two
- H0: There are no significant factors that contribute to student’s difficulty in learning basic science related subjects
- H1: There are significant factors that contribute to student’s difficulty in learning basic science related subjects
1.7 Significance of Study
The importance of this study is to reveal students characteristics (variables) such as students attitudes, qualifications of the teachers, home base factors and school facilities to which little or no attention has been paid but which combine to determine their achievement in basic science related subjects.
The study would also form a basis for advising teachers and parents on how to increase student’s interest and achievement in basic science related subjects. The school counselor could also use the findings in advising the students concerning the learning of basic science related subjects.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of this research is focused on the Challenges Facing the Teaching and Learning of Basic Science in Junior Secondary Schools using Warri-South District of Delta State as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Science:
It is a systematized body of knowledge about the universe and the process of enquiry for obtaining and building up knowledge of natural phenomenon, first by observations and utilization of individual's mental powers or process to mediate on the data in order to generate meanings or new information.
