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The Impact Of Teaching Aids On Student's Academic Performance In Basic Science In Secondary Schools In Oredo Lga
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CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Science is the
bedrock upon which the bulk of present day technological breakthrough
is built. Today, nation all over the world, including Nigeria, are
striving hard to develop scientifically and technologically, since the
world is becoming scientific and all proper functioning of lives depends
greatly on science. Science education is an important tool for national
growth and development. The economic and political strength of a nation
is always assessed in terms of her achievement in science and
technology (Anderson, 2002).
Basic Science, formerly known as
Integrated Science, is a subject taught in Lower, middle and upper Basic
Education levels i.e. primary and junior secondary schools. It has
occupied a very important position in the school curriculum and is made a
core subject .In fact, there is so much emphasis on science, and
science related subjects at all levels of education emphasizing the need
for scientific thinking and application among the students, in which
Basic Science is the foundation. Science education plays a vital role in
the lives of individuals and the development of a nation scientifically
and technologically (Anderson, 2002).
It is widely and generally
acknowledged that the gateway to survival of a nation is through science
education. It has been a prerequisite subject for offering most science
oriented courses in the senior secondary schools and tertiary
institutions and this calls for the need in teaching it effectively. In
order to make our citizens show interest in science education, Nigerian
government came up with a policy that 60% of the students seeking
admission into the nations universities, polytechnics and colleges of
education should be admitted for science oriented courses, while 40% of
the students should be considered for arts and social science courses
(Asikhia, 2010).
The Nigerian integrated science project has been
concerned with improving science at the junior secondary level in the
country .It presents science as the process of interpretation,
manipulation and control of pupils environment. Now called Basic
Science, the subject is now taught in primary and junior secondary
schools (JSS) in Nigeria following the Universal Basic Education Scheme
(UBE) launched in 1999 due to the change in educational system i.e. from
6-3-3-4 to 9-3-4 system. The Nigeria Integrated Science project books
have been revised and now cover the three years of junior secondary
school (Ezegbe, & Nwaubani, 2009).
Basic Science is one of the
core subjects at the junior secondary school in the Universal Basic
Education (UBE) Scheme. According to FRN (2013), the basic education
which shall be 9 years duration comprising of six years of primary and
three years of junior secondary education shall be free and compulsory.
Based on the National Policy on Education (FRN 2013), the teaching of
Basic science from the pre- secondary (lower basic) to the junior
secondary school (upper basic) levels is intended to achieve the
following aims and objectives which are: To Inculcate in the learners
the spirit of inquiry and creativity through exploration of nature and
local environment by observation; Laying sound basic foundation for
scientific innovation and reflective thinking; To develop in the child
the ability to adapt to the child changing environment through Basic
Science process skills; including observation, manipulating,
classifying, communicating, inferring, hypotheses, interpreting data and
formulating models; Functional knowledge of science concept and
principles to Explain simple and natural phenomena and to provide the
child with basic tools for further educational advancement including
preparation for trades and craft of the locality. Develop
self-confidence and self –reliance through problems solving activities
in science. From the above guiding principles, Basic Science course is
to be taught beginning with the understanding of the meaning of science
and how the scientists work, since it is an activity- oriented programme
Ezema, & Ekere, 2008).
The poor academic performance of students
in Basic Science in junior secondary is attributed to many factors such
as the constant use of the lecture teaching methods, poor laboratory
facilities, poor retention ability of students, inadequate number of
learning facilities in managing large classes among others (Iweka,
2006). Although teaching materials or instructional materials could
facilitate meaningful learning in Basic Science, it is rarely used,
whereas this method is considered as a method of teaching for improving
cognition. A good deal of expected learning outcomes cannot be realized
in Basic Science at upper Basic Schools as a result of non-availability
of teaching materials as well as lack of effective utilization of
appropriate teaching materials (Maduabum, 1995). There has been poor
performance of Basic Science students in Junior Secondary School
Certificate Examination (JSCE). The Basic Science chief examiners
reports have in recent years indicated a steady decline in candidate
performance in Basic Science at JSCE, 2013.
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ABSRACT - [ Total Page(s): 1 ]This study was carried out to examine the Impact of Teaching Aids on Student's Academic Performance in Basic Science in Secondary Schools In Oredo LGA. Specifically, the study determined the effect of teaching aids on students’ academic performance in Basic Science, determined if there is any difference in the academic performance of students taught Basic Science using teaching aids with those taught without it and, examined the types of teaching aids used in the teaching of Basic Science ... Continue reading---
