Teachers’ and Students’ Perceptions on the Problems of Effective Teaching and Learning of Science and Technology in Junior Secondary Schools

Thesis Overview

<p> <b>1.0 INTRODUCTION&nbsp;</b></p><p><b>1.0 BACKGROUND STUDY</b></p><p>Science and Technology occupy a central position in the school curriculum. They are important subjects from primary through junior secondary to senior secondary school levels of educational system (Hassan, Gimba &amp; Chado, 2016). The important position occupied these subjects in the school curricula is role out of Science and Technology in scientific and technological development, as a necessary condition or requirement in national building. However, the teaching of these relevant subjects is surrounded by problems; such as the problem of inadequate and substandard learning materials, poor reading habit, class size, culture/belief, Science and Technology anxiety, and general attitudes of students (Hassan, 2016). The major problem that Nigerian secondary education is facing is the student’s poor performance in core subjects, especially English Language and Science and Technology. Researches of Kurumeh &amp; Imoko (2008) revealed low academic achievement of students in Science and Technology at all levels of education in Nigeria from primary school (Basic education) to secondary school. Also, pupils and secondary school students complained about Science and Technology as being difficult. This entails that Science and Technology foundation in primary school level is very weak and is carried forward to Junior and Senior Secondary School levels which has contributed a lot to poor academic achievements of students in Senior School Certificate Examination (SSCE). Science and Technology is not a single subject at any level of education. A student cannot be admitted into most science and technology courses at institutions of higher level in Nigeria, since Nigerians aiming of technological advancement and economic emancipation is being undermined by the continued poor Science and Technology achievement of secondary school students in both external and internal examinations. <br></p><p> It is common knowledge that the economies of the industrialized nations are driven by science and technology. Hence, Nigeria’s vision to be among the top 20 world largest economies by the year 2020 (Vision 2020) justifies the emphasis placed on “science, technical and vocational education” (FRN, 2004, p23). For the fact that students in Nigeria are advised to offer science subjects, and one subject that cuts across all the sciences is Science and Technology. Presently, Science and Technology strategies are applied in most areas of human activities and as such they play a fundamental and major part in the development of the economy in any country. For Nigeria to meet-up with the predicted technological improvement, it needs better Science and Technology achievement for students at all levels of Education. The position of Science and Technology on any individual’s life in every country cannot be undermined because it occupies central position in the improvement of a country. In the study of (Betiku 2001) Science and Technology have been widely identified as the instrument for measuring the geo-political and socio-economic development of every nation. According to the (NPE 2004), Science and Technology is one of the essential subjects which must be offered by every learner in all levels of Primary and Secondary Education in Nigeria. We can then conclude that the knowledge of Science and Technology is important and necessary to every individual because of the mandatory nature of the subjects. If any country or nation is to train or produce engineers, technologists and scientists, the monitoring and accountability of these subjects must be of priority to them.</p><p>&nbsp;Obodo (2000) lamented that the causes of ineffectiveness in teaching and learning of Science and Technology in Nigeria is from various sources. It is therefore very sad that the performance of students’ Science and Technology in both the internal and external examination has continued to be deteriorating yearly despite the importance of the subjects. Amazigo (2000) stated that Science and Technology educators have been trying to pinpoint the main factors militating against the effectiveness of teaching and learning of Science and Technology in Nigeria. Science and Technology plays a significance role in the life of every student, they are fulcrum that hold every other subject in the field of science and technology offered at every educational level in the country. The teachers’ needs to adopt a teaching strategy that challenge students/learners to learn and this must be tested to ensure that it enhances teaching and learning of the subjects. The effectiveness of Science and Technology teaching and learning is strongly depend on perceptions of the teacher towards his/her teaching and the teacher teaching strategies according to (Ahmed and Aziz 2009) also believed that teachers perceptions reinforces teacher’s decision making. Teaching cannot be transformed until teachers have positive perceptions about the teaching and learning of Science and Technology (Ernest 1989). <br></p><p> A lot of literatures have been documented on Science and Technology teachers’ perceptions because recommendable attentions have been given to the perceptions they hold about their teaching. Ahmed and Aziz (2009) stated that data collections Science and Technology teachers teaching from students/leaners provide a valuable result since their opinions are “highlighted by demanding and exciting skill that allow them to perceive learning and teaching manners more than their Science and Technology teachers”. Ahmed and Aziz (2009) explained that the students perceptions towards the Science and Technology teachers teaching influence the effectiveness of teaching and learning of Science and Technology positively and it provides a meaningful and fruitful suggestion for the improvement of their Science and Technology teachers practice. Ahmed and Aziz (2009) further stated that the learners’ will developed a clear insight of the idea that is being offered by their Science and Technology teachers if they perceive the teacher classroom condition to be cooperative rather than competitive. Rawnsley (1997) also argued that if the students perceived their Science and Technology teachers to be highly supportive and pave way for them to plays an essential part in teaching and learning activity of Science and Technology, they will established more positive attitude towards the teaching. <br></p><p> <b>1.2 PURPOSE OF THE STUDY</b></p><p>The purposes of this research are:&nbsp;</p><p>1. To determine the perceptions of teachers on the problem of effective teaching and learning of Science and Technology in junior secondary school.&nbsp;</p><p>2. To determine the perceptions of students on the problem of effective teaching and learning of Science and Technology in junior secondary school.&nbsp;</p><p>3. To recognize the factors that partakes in the problem of teaching and learning of Science and Technology in junior secondary school.&nbsp;</p><p>4. To suggest the approaches that could cure the difficulty in the teaching and Learning of Science and Technology in junior secondary school. <br></p><p><b>1.3 RESEARCH QUESTION</b><br></p><p>1. What are the perceptions of teachers on the problem of teaching and learning of Science and Technology?&nbsp;</p><p>2. What are the perceptions of students on the problem of teaching and learning of Science and Technology? <br></p>