PERCEPTION OF JUNIOR SECONDARY SCHOOL STUDENTS ON TEACHERS’ ATTITUDE AND COMPETENCE IN BASIC SCIENCE TEACHING IN SOKOTO STATE, NIGERIA

ABSTRACT

This study investigated perception of junior secondary school students on Teachers’ Attitude and Competence in Basic Science teaching in Sokoto State, Nigeria. A descriptive survey method was employed in the study. The population consists of 4,823 JS III students and sample consists of 342 JS III students drawn from nine (9) secondary schools within Sokoto State. Stratified sampling technique was used to select the schools where respondents were drawn. Four research questions and two null hypotheses guided the study. The instruments for data collection was 40 items questionnaire designed by the researcher. The instrument was validated by experts including my supervisors. The reliability index for attitude is 0.74 while that of competence is 0.78. Analysis of data was done using simple percentage and Chi- square statistical tools were used to analyze the data collected from the field. The major findings of the study are, Majority of Junior secondary schools students in Sokoto State perceived that their Basic science teachers’ have positive attitude in dis-charging their duties i.e teaching. There is no significant difference in the perception of male and female JS III students on the Attitude of Teachers Teaching Basic Science as a subject in junior secondary schools located in Sokoto State. The study recommended among others that teachers of Basic science should try as much as possible to show positive attitude to the teaching of the subject.

TABLE OF CONTENTS

TITLE PAGE

TABLE OF CONTENTS

LIST OF TABLES

ABSTRACT

CHAPTER ONE: INTRODUCTION

1.1       Background to the Study

1.2       Statement of the Problem

1.3       Objectives of the Study

1.4       Research Questions

1.5       Null Hypotheses

1.6       Significance of the Study

1.7       Scope and Delimitation of the Study

1.8       Operational Definition of Terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1       Introduction

2.2       The Concept of Basic Science

2.3       Basic Science Curriculum

2.4       Teachers Competence in Teaching Basic Science

2.5       Teachers Attitude towards Teaching of Basic Science

2.6       Qualification and Leadership Style of Basic Science Teachers

2.7       Gender and Attitude Towards Basic Science

2.8       Gender and Perception of Basic Science Teachers by the Students

2.9       Perception of Students towards Basic Science Teachers Attitude and Competence

2.10     Students Attitude towards Basic Science

2.11     Summary of the Review and Uniqueness of the Study

CHAPTER THREE: RESEARCH METHODOLOGY

3.1       Introduction

3.2       Research Design

3.3       Population of the Study

3.4       Sample and Sampling Technique

3.5       Research Instrument

3.6       Validity of the Instrument

3.7       Reliability of the Instrument

3.8       Method of Data Collection

3.9       Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1       Introduction

4.2       Data Analysis

4.2.1    Research Question 1

4.2.2    Research Question Two

4.2.3    Null Hypothesis 1

4.2.4    Null Hypothesis 2

4.3       Summary of Major Findings

4.4       Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Introduction

5.2       Summary

5.3       Conclusion

5.4       Limitations of the Study

5.5       Recommendations

5.6       Suggestions for Further Studies

REFERENCES

APPENDICES

CHAPTER ONE

INTRODUCTION

1.1         Background to the Study

Science in modern time becomes critical factor in the determination of the economic well being of any nation. Science is acknowledged as an important part of every child’s education. The role of science in a society cannot be overemphasized; it is explicitly clear that classification of countries according to their status reflect levels of science and technology advancement (Soyibo, 1983). Wasagu (2007) observed that the present demarcation where some countries are referred to as developed, developing and underdeveloped is nothing but enmeshing bluntant truth in obscured language. The classification is rather scientific or technological. It simply refers to scientific and technologically literate societies or nations and scientifically illiterate ones of which Nigeria is third ranked after Pakistan and Bangladesh.

Ajiboye (2005) stated that education in its entirety has a lot of influence on its recipient such as modification in outlook, sharpened in consciousness, refined in personality, widened in horizon, cultured in mind and also fine-tuned in attitude. Science education can be seen as learning of science by acquiring and developing conceptual and theoretical knowledge through scientific inquiry and problem solving. Olarinloye (2007) saw science education as the identification, development and use of talents, processes and skills for societal progress. Science education is one of the areas in the wider world, which shaped and molded the character of the 21st century especially in technologies which have revolutionized the way we live and think. Science is taught in interdisciplinary approach so as to provide an integrated background to secondary school children who will become leaders of tomorrow so as to make them scientifically literate. Science has long been recognized as an instrument par excellence for nation building and wealth creation.

This makes every country today crave for advancement in science and technology. Struggle for advancement in science and technology has led to the promotion of scientific literacy for decades. For instance , scientific literacy has been a major reform goal of the United States Education, articulated in a document-Science for all Americans, termed project 2061 (AAAS, 1989). In Nigeria, the goal of science as stated in the National Policy on Education (FRN, 2004) emphasizes acquisition of scientific literacy. The foundation for achieving this goal is laid at the Basic Education levels where the holistic view of natural phenomena is in line with the philosophy of science. Nigeria responded to worldwide change replacing general science learnt first two years of secondary school by integrated science (Odunusi, 1982) when secondary education recently separated into two component namely junior and senior secondary school, integrate science was made a core subject of the science curriculum...

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