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CHAPTER ONE | |||||
INTRODUCTION
BACKGROUND
TO THE STUDY
When we look around we cannot but admire
the work of science as the clothes we put on, the house we lives in, the pen
use in writhing, the cooker we watch, the steer we play, the pipe borne water,
the motor car we drive, the medicine we drink, the are propane that flies, the
book we read, the chalk we write with, the industries we work in, the
electricity we use e.t.c
According to Joseph (1966) science is a
perception of the mind where by an infinitive idea develops into a form that
eventually beats man’s imagination and ingenuity
Nigeria as a developing nation is not
exempted from the for industrialization despite the country’s buoyancy in
mineral resources, she is still learning from countries like united kingdom and
united state of America the society is productively hand capped by low level of
technology, yet Nigeria has a high taste for luxuries, hence cannot but learn
from developed countries for commodes this so because she lack scientific
inventions this has gone a long way to hamper the countries economic growth
over the years in search of economical and technological satisfaction, Nigeria
now encourages the study of science anf technology in schools
The national policy on education is now
geared towards reflecting the nation need science is important in our modern
industries, it is fundamental to boldly and mental health it has revolutionaries our look on the universe, it has freed us
from haunting fears and has influence our fundamental philosophies according to
Abubakar (1972) “the pursuit of science is imperative for any nation that want
to maintain its independence and sovereignty, ensure growing prosperity and
hold up its ahead among civilized nations” science has come to stay in this
country but the way and manner it is taught has a lot to do in teaching any
particular subjects a number of strategies or methodology are often employed
according to Thompson (1962) “teaching are those techniques used by the teacher
as the most efficient means of achieving the teaching goals”
In the Nigeria national policy on education
(1981) it stated that school education should “equip pupils to live attentively
in our modern age of science and technology” in accordance with this aim of
education, Boge (1979) has his to say, “in an era that is most accurately
described by its scientific and technological process, one major educational
problem is preparing the young people to cope with the intellectual and
cultural environment characterized by rapid changes” in order for pupils to
understand this rapidly, scientific and technological society, it is assumed
that these young people should have some basic understanding for the science
Experimental science is one of the most
recently included subject content of the curriculum science it inclusion,
science has continued to occupy its separate place and some time, it is of ten
neglected in some schools even where the various branches of science are taught
they are done without regard for the basic requirement needed in spite of the
effort made during the present decade by the federal and state government of
Nigeria to give science subject their role in education note much has been
achieved in some selected schools in Egor Local Government Area of Edo state the
effect of the deficiency in teaching science in schools are particularly
evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
(1)
To which extent has the number of pupils
per class in Nigeria which is too unwieldy affect the effective teaching of
science
(2)
In what way does in adequate use of
specimens material and diagrams makes ineffective the teaching of science
(3)
Could lack of improvised teaching and by
teacher cause ineffective teaching which lead to the pupils poor performance in
science
(4)
Can bad attitude of teachers towards work affect
the effective teaching of science
(5)
Could lack of practical work causes
ineffective teaching of science
RESEARCH QUESTION
(1)
How does lack of laboratories and lack of
instructional material affect the effective teaching of science?
(2)
How does pupil’s attitude towards the
subject (science) affect their performance in the teaching of science?
(3)
Does teacher’s qualification also affect
pupils performance in effective teaching of science/
(4)
How teacher dose’s teaching methods in
science affects pupil’s performance ineffective teaching of science?
HYPOTHESIS
The
ineffective teaching of science schools is brought by several factors the researcher
has it in mind that the factors listed below could be responsible for it
(1)
Lack of laborites and lack of instructional
materials
(2)
Pupils attitude towards the subject
(science) affects their performance
(3)
Teacher’s qualification also affect the
pupils performance in science
(4)
Teacher’s teaching method in science affect
pupils performance
(5)
With answers to the above, the researcher
has it in mind that there is going to be a total change in the teaching of
science
PURPOSE OF STUDY
The
purpose of this study is to find out the problem militating against the
teaching of science the schools
SIGNIFICANCE OF STUDY
The
teaching of science has not been as effective as it output to be is easily of
pupils in schools it is therefore necessary to diagnose the various factors
responsible for this unheeding state of affairs and proper means by which the
anomalies could be arrested
The importance of science in the life of man
need to be over emphasized therefore if the subject is note effectively taught,
the rudiment that are necessary for development of the basic concept of science
would be lacking at the primary schools level and this could permeate the other
state of the nation’s educational level it is believed that the importance of
science is well under stood and all the factors responsible for it’s unhealthy
development are quickly nipped on the bud it would be possible to build a
science culture oriented society which will augur well for the healthy
development of the nation
TO GET THE COMPLETED PROJECT WORK WITH
REFERENCES,
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Friday 25 October 2013
FACTORS THAT ARE MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF PRIMARY SCIENCE
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