SCIENCE Training IN Principal SCHOOL: It is IMPLICATION FOR NIGERIA

BY

AINA, JACOB KOLA

B.Sc (ED) Physics, PGDE, M.Ed(sci. Edu)

Department OF PHYSICS

KWARA Point out College OF EDUCATIION (T) LAFIAGI

KWARA Point out, NIGERIA

Abstract

The study took a descriptive study of science teaching in main school in Edu Local Federal government Location of Kwara Point out, Nigeria. Questionnaire that contains thirty items in two sections was utilised to sample teacher’s views on science teaching in main faculties. Analysis of the returned questionnaire was carried out working with frequency count and percentages. Effects exposed that none science instructors were teaching science, no science laboratory and library with related science textbooks. 1 of the recommendations was that science in main school should be taught by specialized science instructors.

                                     

 

Background to the difficulty

Science can be define in many means by distinct author and researcher. However, it is typical to all definitions that science is a physique of information characterized by impartial observation and systematic experimentation.

            In all degree of education and in any nation of the world science is the very same but the teachings differ. To have superior outcomes in any human endeavour there should be a superior basis, that is why science teaching in main school must be taken quite major. According to Momoh (2001) main education is the basis of formal education on which the subsequent stages of the nation’s education method rest.

            We have many unqualified science instructors in main school nowadays not professionally unqualified but they are not capable to educate science. For a sound teaching of main science, instructors in main faculties should be supplied urgent and sufficient awareness as opined by Momoh (2001).

            Science is distinct from all other disciplines and its teaching and curriculum should be distinct also. Akinola (2006) noticed lousy teacher’s strategy of teaching and structuring of curriculum as issues of main science teaching. Uchenna (2005) affirmed that the finest obstacle in education in Africa has been the concern of curriculum enhancement, in particular science curriculum at all stages of education.

            Maduabum (1991) in a paper titled Principal School Science Training in Nigeria: A require for Re-Appraisal, said main education is the bedrock of our academic continuum and it necessitates a sound basis in science. The text of Yoloye (1994) that main education in Nigeria is in a condition of disaster are real simply because of what we are witnessing nowadays.

            Science should be built real to the pupil in main faculties by way of superior strategy of teaching, use of superior instructional supplies and improvisation where by necessary. According to Daniel (2001), instructors require to be uncovered to the generation and studying supplies working with obtainable means in particular at this age of info technology.

            Abimbola (1999) noticed that, the main intent of working with instrumental supplies in teaching and studying approach is to make teaching more powerful and facilitate studying. However, it will sum to wasteful training if a trainer decides to use supplies that are not conveniently obtainable or also cost to obtain consequently the plan of improvisation set in.

            Okoye (2007) affirmed that the high quality of and academic programme of a school is established to a quite good extent by the high quality of its library.

Investigate inquiries

            The following inquiries were raised to manual the study

  1. one.     Do non-science instructors educate main science?
  2. two.     Are there provisions for team enhancement in main faculties?
  3. 3.     Are there sufficient provisions for conducting science practical in main faculties?
  4. four.     Do trainer proffer answer to insufficient provide of instructional materials where by necessary?
  5. 5.     Are there related sources of info centre for teaching science in main school?

Process

            The research was a descriptive study style. The target population was all main school instructors in kwara condition. The sampled population was all instructors teaching science in Edu Local Federal government Areas main school, kwara Point out. A whole of 118 science instructors took component in the study.

Questionnaire produced by the researchers that contains 7 items and 23 items in section A and B respectively was utilised to collect details.

            The researcher personally took the questionnaire to the Local Federal government Board by way of which it was administered to the instructors and gathered again by way of very same. The details collocated were analyzed working with frequency count and percentages. The final result is offered in the tables beneath to response research inquiries raised.

            Effects and discussion

Investigate concern one: Do non-science instructors educate main science?

Table one

Product

% indeed

% no

% void

twelve

26

seventy three

one

From table one it was exposed that 26% of science instructors educate science only whilst greater part of the instructors educate all subjects. 37% of the instructors specialise in science and greater part of the science instructors specialises in social experiments. Table iii indicated that 72.one% of all those instructors who specialises in sciences are in integrated science.

Table ii

Specialization

Quantity

Percentage (%)

Science

43

37

Social experiments

forty six

39

Other individuals

28

34

Table iii

  Science Specialization

Quantity

Percentage (%)

Biology

7

16.3

Chemistry

5

fourteen.6

Physics

_

_

Integrated science

31

72.one

Other individuals

Investigate concern two: Are there provisions for team enhancement in main faculties?

Table iv

Product

% indeed

% no

% void

four

sixty

39

one

5

38

fifty one

eleven

From table iv sixty% of the instructors experienced attended seminar, conferences and workshop and only 38% of them experienced relished in-services training given that they have been teaching.

Investigate concern 3: Are there sufficient provisions for conducting practical in main school?

Table v

Product

% indeed

% no

% void

eight

two

ninety eight

_

9

68

32

_

It could be inferred from table v that there are no science laboratories in main faculties, still they however perform practical classes for pupils.

Investigate concern four: Do trainer takes advantage of instructional materials for teaching and make provision where by not obtainable?

Table VI

Product

% indeed

% no

% void

two

sixty

thirty

ten

fifteen

ninety eight

two

_

16

ninety two

eight

_

seventeen

88

four

eight

18

ninety six

3

one

19

83

twelve

5

twenty

88

ten

two

22

sixty five

26

9

 Table vi indicated that sixty% of the instructors are capable qualified instructors of which eighty four% of them are NCE holder as noticed in table x and ninety eight% of these instructors utilised teaching aids on a regular basis to educate. The table also indicated that teaching improve far better comprehending of science. Exactly where instructional supplies are not obtainable 88% of the instructors improved and sixty five% of these instructors permitted pupil to participate in the approach of improvisation.

Investigate concern 5: Are there related sources of info centre for teaching science in main faculties?

Table vii

Product

% indeed

% no

% void

6

four

93

3

7

31

sixty seven

two

The table exposed that only four% experienced library and 31% of these library experienced related science textbooks.

Techniques of teaching

Table viii

Technique

Demonstration

Discovery

Discipline trip

Discussion

Venture

Other individuals

%

38

32

_

fourteen

_

16

Table viii exposed that 38 and 32% of the instructors utilised demonstration and discovery strategy of teaching respectively. None of the instructors utilised task and field visits approaches

Sources of science gear

Table ix

Sources

Federal government

Group

School management

Other individuals

%

sixty one

two

twelve

22

Table ix exposed that authorities is the key resource of provide of science gear.

Teacher’s qualification

Table x

Qualification

Grade II

NCE

B.Ed

Other individuals

%

5

eighty four

ten

one

Decades of teaching practical experience

Table xi

Decades

Considerably less than 3

3-ten

Above ten

%

two

56

42

Period of time of teaching for every 7 days

Table xii

Period of time

Once

Two times

Much more than twice

%

3

18

78

Tables xi and xii exposed that instructors experienced been extensive in teaching and science is well known in school time table.

Discussion

Specialization is quite important in all human endeavours. Science trainer in main school are not specialized, this is the purpose why social experiments instructors are teaching science. This is not superior sufficient for the enhancement of science and technology in the nation. The implication is that the trainer will only educate what he/she understands and depart what he/she won’t know. Pupil in these kinds of class will not be sound in science and might not be able to carry on in long run.

          Employees enhancement is quite vital in each sector of our economy, education inclusive. What do we hope from a trainer who has never attended seminar, conference and workshop for many decades? These types of a trainer will not be able to update his/her information in science. Science is dynamic, new issues are discovered each working day. Researches are going on each working day, the outcomes of which is built public by way of seminars, conferences and workshop. A lot of of the instructors are NCE holders, this suppose not to be, when a person think about how extensive they experienced been in teaching. They must have gone on in-services training for better qualification. If it continues like this a time is coming when NCE science trainer will not be able to manage main school science simply because school curriculum is shifting each time.

          Science devoid of laboratory is even worse than a mechanic devoid of a workshop. Laboratory is that school constructing set apart for scientific inquiry. According to Aina (2010) laboratory provides pupils with alternatives to engage in procedures of investigation and inquiry. Like the school underneath study how will they carry out investigation and inquiry when many of them experienced no laboratory? The implication is that science learnt underneath these kinds of scenario will be crude and are unable to satisfy up with the existing technological enhancement of the nation. Pupil in these kinds of main school will only be attention-grabbing in other disciplines like sociology, historical past etc. when they get to superior school and this will not be far better for our nation.

          It is highly encouraging that instructors in these faculties utilised instructional supplies on a regular basis. This confirmed its importance in teaching and studying procedures as noticed by Kola (2007) that instructional supplies assist studying.

          Library is quite important to teaching and studying in this age of info interaction technology (ICT). According to Lawal (2002) library is a dynamic establishment supplying societal info desires and preserving societal information in the most systematic and scientific manner. Library is quite important to any degree of education. Principal faculties not obtaining library and the obtainable couple of not obtaining related textbooks are not satisfactory. The implication is that publications are quite pricey now for pupil to purchase they could only use all those in the library where by there is library. The concern is where by there is no library what will the pupil read? There is the require to persuade reading behavior of learners from the main school. Exactly where there is no library and no related textbooks, reading will be quite difficult.

          Techniques of teaching utilised by teachers’ are superior and encouraging but teaching of science at any degree involve task and field trip strategy. Discovering of science must be built real by offering task to pupil that will consider them out of classroom to check out character. According to Abdullahi (1982) field visits support to include fact to and verification of scientific legal guidelines. The indicating that practical experience is the very best trainer may be real but there is the require to allow for refreshing graduate to educate in main faculties simply because of the newest enhancement in science teaching which the previous instructors may not have the privilege many decades back in their experiments.

Conclusion and recommendations

          From the research inquiries, it was noticed that main school science instructors are not specialized, the implication is that science teaching in this degree will be insufficient and this will have adverse influence on the enhancement of science and technology of the nation. Absence of laboratory, library and related science textbook in main school is not superior sufficient for the technological enhancement of the nation. Pupils are not carrying out science but studying it, simply because all their things to do start off and end in classroom devoid of outside classroom science task and fields visits. This will make the pupils to have misconception of abstractness of science, which is not superior. Employees enhancement is not sufficient this will have much achieving influence on teacher’s productiveness.

Tips

          In check out of the higher than summary the following recommendations are instructed.

Specialised science trainer must be teaching science in main school. An individual who is not a science trainer by certificate must not be permitted to educate science. Laboratory and library should be offered for all main school with related science supplies and textbooks. Principal faculties trainer should be mandated to go for in-services training to upgrade their certificate on a regular basis. Education and learning is dynamic so trainer should not be static.

Top quality education is pricey and neighborhood and corporate bodies must not depart it funds in the hand of authorities alone.

          Science trainer should normally educate science by way of task and consider pupils out of classroom to places of curiosity to make science real to the pupils.

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Source by aina, Jacob Kola

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