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 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 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). For instance, in Nigeria, the National policy on Education (2004) provided educational expenditure in science and technology.
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 core science subjects (physics, chemistry, and biology) 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. According to Zimmerman, students who are self- efficacious are also more likely to exert more effort and to persist longer in the face of difficulties. It has also been found that self-efficacy influences students' methods of learning.
Therefore, in Warri-South district, Delta State where the research was carried out, the activities that was conducted is to know the Individual Psychological Concept as Correlate to Secondary School Students Academic Achievement in Basic Science.
1.3 Statement of Problems
Investigation revealed that 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 core science subjects (physics, chemistry, and biology) 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).
Although some teaching methods have been tried out to explore their effects on students learning outcome, not much research attention has been given to jigsaw teaching method. While jigsaw learning as an instructional method is an option for teachers, it is currently the least frequently used in Nigeria (Johnson &Johnson, 2000).
1.4 Aim and Objectives of Study
The aim of the study is to examine the Individual Psychological Concept as Correlate to Secondary School Students Academic Achievement in Basic Science in Warri-South district, Delta State. 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 examine the psychological factors affecting secondary school students’ academic achievement in basic science; and
- To determine the relationship between individual psychological concept and students’ academic achievement in basic science in Warri-South district.
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 relationship between individual psychological concept and students’ academic achievement in basic science in Warri-South district?
- What is the Secondary School Students Academic Performance in Basic Science in the area under study?
- What is the psychological factors affecting secondary school students’ academic achievement in basic science?
- What is the students’ academic achievement to Basic Science between male and female students in the area under study?
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 individual psychological concept and students’ academic achievement in basic science in Warri-South district
- H1: There is a significant relationship between individual psychological concept and students’ academic achievement in basic science in Warri-South district
Hypothesis Two
- H0: There are no significant psychological factors affecting secondary school students academic achievement in basic science
- H1: There are significant psychological factors affecting secondary school students academic achievement in basic science
1.7 Significance of Study
The finding of this research work would provide curriculum planners, educational administrators to make reference in review of curriculum and formulating other educational policies where necessary. 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 focuses on the Individual Psychological Concept as Correlate to Secondary School Students Academic Achievement in Basic Science in Warri-South district, Delta State.
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).
