1.1 Introduction
Teaching and learning is the process of imparting knowledge and skills from educators to students and the acquisition of these knowledge and skills by students through instruction and experience. Science and technology is the cornerstone of modern society, driving innovation, progress, and economic development. However, the effective teaching and learning of these subjects in secondary schools face numerous challenges. 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, Limitation of the study and Definition of technical terms.
1.2 Background of the Study
Science and technology education in secondary schools is essential for preparing students to thrive in a rapidly evolving world driven by innovation and technological advancements. However, despite its importance, the effective teaching and learning of these subjects face significant challenges. The exploration of factors hindering the teaching and learning of science and technology in secondary schools dates back to the early decades of modern education research. Researchers have long been intrigued by the challenges faced by educators and students in these fields, seeking to uncover underlying issues and propose solutions to improve science and technology education.
The role of science and technology in a nation’s development cannot be over-emphasized. Science and Technology 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 sciences 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 science and technology. 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 Science and Technology.
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 science and technology 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 science and technology 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 science and technology by making the teaching of science and technology subjects exciting, purposeful and participatory. This call 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 science and technology.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the factors militating against the teaching and learning of science and technology in secondary school.
1.3 Statement of Problems
Investigation revealed that the teaching and learning of science and technology in secondary schools are confronted with various challenges that hinder effective education outcomes. These challenges encompass diverse aspects ranging from curriculum implementation to resource availability, teacher capacity, student motivation, and societal attitudes towards science and technology education. 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, Science and Technology 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.
1.4 Aim and Objectives of Study
The aim of the study is to determine the factors militating against the teaching and learning of science and technology in secondary school. In achieving this aim, the following specific objectives were set out as follows:
- To identify the key challenges faced by educators in teaching science and technology subjects in secondary schools;
- To examine the factors contributing to low student engagement and interest in science and technology education;
- To assess the adequacy of resources, including facilities and instructional materials, for effective teaching and learning of science and technology;
- To explore the influence of curriculum design and pedagogical approaches on the teaching and learning of science and technology; and
- To propose recommendations for addressing the identified challenges and improving the quality of science and technology education in secondary schools.
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 there factors contributing to low student engagement and interest in science and technology education?
- Does curriculum design and pedagogical approaches influence the teaching and learning of science and technology?
- What are the key challenges faced by educators in teaching science and technology subjects in secondary schools?
- What is the impact of societal attitudes and perceptions towards science and technology education on secondary school students?
- What is the adequacy of resources, including facilities and instructional materials, for effective teaching and learning of science and technology?
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 relationship between societal attitudes towards science and technology education and student engagement in secondary schools
- H1: There is a significant relationship between societal attitudes towards science and technology education and student engagement in secondary schools
Hypothesis Two
- H0: Inadequate resources, including facilities and instructional materials, do not significantly affect the teaching and learning of science and technology in secondary schools
- H1: Inadequate resources, including facilities and instructional materials, significantly hinder the teaching and learning of science and technology in secondary schools
1.7 Significance of 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 science and technology education matters who would want to produce outstanding personalities, the teachers registration council of Nigeria (TRCN), colleges of Education, Universities and industries among others.
Furthermore, 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. Also, the study will provide insights to help nations enhance their competitiveness by strengthening science and technology education in secondary schools.
1.8 Scope of Study
The scope of this research is focused on the Factors Militating Against the Teaching and Learning of Science and Technology in Secondary School 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.
- 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.
Teaching and Learning: The process of imparting knowledge and skills from educators to students and the acquisition of these knowledge and skills by students through instruction and experience.
Science Education: The field of education that focuses on teaching and learning scientific concepts, principles, and methodologies.
Technology Education: The field of education that focuses on teaching and learning about technology, including its design, development, use, and impact on society.
Secondary School: Also known as high school or junior high school, secondary school refers to an educational institution that provides education to students typically between the ages of 12 and 18, following primary or elementary education.
Factors Militating Against: Refers to the obstacles, challenges, or barriers that hinder or impede the effective teaching and learning of science and technology in secondary schools.
