PROBLEM OF TEACHING AND LEARNING OF SCIENCES IN SENIOR

SECONDARY SCHOOLS IN GWADABAWA LOCAL GOVERNMENT AREA,

SOKOTO STATE

BY

SULEIMAN HABIBA 1810411074

MUHAMMAD IBRAHIM BELLO 1810411174

BALARABE USMAN WUDILAWA 1810411112

ABDULRAHMAN NAIMA BELLO 1810411149

ISMAIL NURUDEEN 1810411142

BEING A PROJECT SUBMITTED TO THE DEPARTMENT OF SCIENCE

AND VOCATIONAL EDUCATION, FACULTY OF EDUCATION AND
EXTENSION SERVICES, USMANU DANFODIYO UNIVERSITY, SOKOTO
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF BACHELOR OF SCIENCE EDUCATION DEGREEB.Sc. (Ed)
CHEMISTRY

TITLE PAGE

DECEMBER, 2023

i
 DEDICATION
This research project is dedicated to our beloved parents, may Almighty (SWT) reward

them abundantly (Amen)

ii
 CERTIFICATION
This is to certify that this undergraduate project by SULEIMAN Habiba (1810411074),

MUHAMMAD Ibrahim Bello (1810411174), BALARABE Usman Wudilawa

(1810411112), ABDULRAHMAN Naima Bello (1810411149), ISMAIL Nurudeen

(1810411142), has met part of the requirements for the award of the degree of Bachelor

of Science Education (Chemistry) of the Department of Science and Vocational

Education, Faculty of Education and Extension Services, Usmanu Danfodio University

Sokoto, and is approved for its contribution to knowledge.

________________ __________________
Dr. A. A. Amuda Date
(Project supervisor)

____________________ ____________________
Dr. S.S. Matazu Date
(Head of Department)

_____________________ ______________________
Mal. S.I. Babangida Date
(Project Coordinator)

_____________________ ________________________
External Examiner (Chairman) Date

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iv
 ACKNOWLEDGEMENTS
Special thanks to Allah Almighty for his mercy which He has showed us to be alive to

complete this project successfully we also wish to express our profound gratitude to our

project supervisor Dr. A. A. Amuda for his honest guidance, determination, worthwhile

criticisms and very useful suggestions throughout the period of this research work. We

pray for his continuous good health and strength to stay on for other students to be able

to benefit from his wealth of experience and knowledge.

A special thanks to our Head of Department Dr. S.S. Matazu, and our lecturers

Prof. Rabi Muhammad, Prof. Yahaya Kamar, Dr. M. Cyril, Mal. S.I. Babangida, Mal.

A.B. Katsayal who has in one way or the other impart us knowledge and contributions

towards the success of this project. Our sincere gratitude to our beloved parents for

their tireless efforts, may The Almighty Allah make Aljannatul Firdaus their final

abode amen.

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 TABLE OF CONTENTS
Table of Contents
TITLE PAGE....................................................................................................................i
DEDICATION.................................................................................................................ii
CERTIFICATION...........................................................................................................iii
ACKNOWLEDGEMENTS............................................................................................iv
TABLE OF CONTENTS.................................................................................................v
LIST OF TABLES.........................................................................................................vii
ABSTRACT..................................................................................................................viii
OPERATIONAL DEFINITION OF TERMS.................................................................ix
CHAPTER ONE...............................................................................................................1
INTRODUCTION............................................................................................................1
1.1 Background to the Study............................................................................................1
1.2 Statement of the Problem...........................................................................................3
1.3 Objectives of the Study...............................................................................................4
1.4 Research Questions.....................................................................................................4
1.4 Null Hypothesis..........................................................................................................5
1.5 Significance of the Study............................................................................................5
1.6 Scope and Delimitation..............................................................................................6
CHAPTER TWO..............................................................................................................7
REVIEW OF RELATED LITERATURE........................................................................7
2.1 Introduction................................................................................................................7
2.2 Conceptual Framework...............................................................................................7
2.3 Theoretical Framework.............................................................................................11
2.4 Review of Related Empirical Studies.......................................................................13
2.5 Summary of the Review and the Uniqueness of the Study....................................16
RESEARCH METHODOLOGY...................................................................................17

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3.1 Introduction..............................................................................................................17
3.2 Research Design.......................................................................................................17
3.3 Population of the Study...........................................................................................17
3.4 Sample and Sampling Technique.............................................................................18
3.5 Research Instrument(s)...........................................................................................18
3.6 Validity of the Instrument(s)....................................................................................19
3.7 Reliability of the Instrument(s).................................................................................19
3.8 Administration of the Instrument(s)........................................................................19
3.9 Approach to Data Analysis.......................................................................................20
CHAPTER FOUR..........................................................................................................21
DATA PRESENTATION AND ANALYSIS................................................................21
4.1 Introduction..............................................................................................................21
4.2 Analysis of Demographic Data.................................................................................21
4.3 Answering of Research Questions............................................................................22
4.4 Testing the Null Hypotheses.....................................................................................26
4.5 Summary of the Major Findings...............................................................................28
4.6 Discussion of the Findings.......................................................................................28
CHAPTER FIVE............................................................................................................33
SUMMARY, CONCLUSION AND RECOMMENDATIONS....................................33
5.1 Introduction..............................................................................................................33
5.2 Summary...................................................................................................................33
5.3 Conclusion................................................................................................................33
5.4 Recommendations....................................................................................................34
5.5 Implication of the Study...........................................................................................35
5.6 Suggestions for Further Studies................................................................................35
REFERENCES...............................................................................................................37
APPENDIX I..................................................................................................................40
APPENDIX II.................................................................................................................41
APPENDIX III................................................................................................................45

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 LIST OF TABLES
Table 4.1: Analysis of Teacher Qualification…………………………………………23

Table 4.2: Methodology prefers by teacher……………………………………………24

Table 4.3: Analysis of student’s

Interest……………………………………………….25

Table 4.4: Analysis of student’s difference between male and female performance in

sciences………………………………………………………………………………...26

Table 4.5: analysis of the student difference in performance …………………………27

viii
 ABSTRACT

This research work is aimed at investigating the problem of teaching and

learning of science in senior secondary school in sokoto state in Gwadabawa
local government area in order to offer possible and lasting solution to them.
The objectives of the was To Provide trained and qualified science teachers
that are dedicated in teaching profession To equip the teachers to use relevant
methods of teaching to the student's needs and experience. The method applied
for this study was Random sampling techniques. The sample for the research
comprised of 3 senior secondary schools selected from Gwadabawa local
government area of sokoto state. The information obtained from the selected
schools in the local government area involved in the study comprise of students
offering Biology, Chemistry and Physics as their major subjects in preparation
for the senior secondary schools certificate examination (SSCE) SS2. Based on
the analysis of data collection, the following results were obtained: There was
a drastic shortage of teachers in subjects such as Biology, Chemistry and
Physics in rural secondary schools, as a result, teachers not specialized in this
subject were made to teach them; Teachers serving for a long time were not
send for refresher courses to train them with the modern techniques of teaching
sciences; Many teachers preferred the use of lecture methods, hence teacher’s
participation in the lesson than the student; Majority of schools have
laboratories but they lack modern equipment’s and apparatus and Teachers
cannot improvise where some essential materials are needed and not available
amongst others.
Keywords: Problems, Teaching and Learning, Biology, Chemistry and Physics.

ix
 OPERATIONAL DEFINITION OF TERMS
 Teaching: this is the organizational process of effectively achieving a common

goal by stimulating to attend, observe, associate, remember and reason out

things for themselves.

 Problem: is an obstacle toward achieving a desired goal.

 Rural areas: is a settlement which lacks social amenities such as electricity, tap

water, good road and the inhabitant are predominantly peasant farmers.

 S.T.A.N: Science Teacher Association of Nigeria.

 S.S.S.L.C.E: Senior secondary school leaving certificate examination.

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Science and technology are the foundations of economic development in Nigeria today.

With the current educational development in the nation, as indicated by the federal

government, emphasis on the all level of education and the introduction of the 6/3/3/4

system of education, a strong case is made for the effective teaching and learning of

science not only in the urban but also in the senior secondary school throughout the

country. The need to implement the primary school core curriculum fully has also been

highlighted in the national policy on education (1981).

Both federal and state governments have taken steps to improve the teaching and

learning sciences at the secondary school level. Many state government have

introduced special science secondary schools at various localities in their state and this

governments have shown much interest in sponsoring science teachers for science

workshops, short and long courses and conferences. Present sokoto state government

have shown little attention in this area, although it has established a science and

technical schools management board, the same way the federal government established

ministry of science and technology, many universities of science and technology, and

the science equipment center which concentrates on the production and maintenance of

science equipment for the school system.

1
There has been a general outcry on the decline of educational system in the country as a

result of mass failure at the senior secondary school leaving certificate examinations. In

most cases, the blame is usually directed onto the teachers and students. The teachers

on the other hands have always blamed it on the various problem they encounter in

discharging their duties, the need to conduct a study on the problem of teaching and

learning of sciences in senior secondary schools has been a result of some experiences

encountered by the researchers during their few years of teaching in the senior

secondary schools in Sokoto state.

Furthermore, Nigeria is one of the countries now in hurry to join the technological race

in which all advance nation of the world are currently participating. To meet up with

the technological of 21th century, we need to improve science and technical education

in the country. Most of the developed nations acquired their prosperity through

scientific advancement. For instance, North America became a super power and Japan a

leading industrial nation because their scientist possess greater amount of scientific

knowledge and know how to practice than the rest of us. Abdullahi (1982) in view of

these, many of the scientist and citizens of the under developed nations are becoming

increasingly concerned about the social implication of scientist enterprise for example,

the knowledge of science and technology contributed to the discovery of hydroelectric

power which has been made life in rural and urban areas more comfortable, the

manufacture of drugs, clothing, fuel and food. Scientific principles also provide basis

2
for such inventions as television, telephone, radio, refrigerator, cars, ships, airplanes

and satellites.

Therefore, the science teacher in Nigeria, Sokoto state in particular have a greater

responsibility today than ever before. The need is simply due to the fact that most our

population are rural dwellers. It is the researchers believe that, if the areas that made the

teaching and learning of sciences are closely examined, so that all impediments to its

success are identified and offered suggestion are looked upon or put into practice, the

schools especially the senior secondary schools where there are local materials in

abundance in Sokoto state will positively supply enough qualified science students,

who will successfully take courses in applied science like medicine, pharmacy,

engineering etc. in Nigeria universities.

1.2 Statement of the Problem

There has been expressed concern about the problems faced by most of the science

teacher most especially in senior secondary schools. Despite, the local, state and federal

government effort to provide and maintain qualitative science education, this institution

especially rural secondary school have failed to respond effectively to the needs and

aspiration of the society most notably in respect of sciences.

At present in Nigeria sokoto state in particular, one of the problems of science and

technical education in the state is the very cost of providing machinery and equipment

for science and technology training and learning.

3
The aim of this study was therefore, to asses critically the seriousness of these problem

especially in rural secondary schools and make a determined effort in order to find a

possible and lasting solutions to them for effectiveness and efficiency of science

teachers.

1.3 Objectives of the Study

The main objectives of this study is to examine the problem of teaching and learning of

sciences in senior secondary schools. Specifically, the study will examine the following

objectives;

1. To Provide trained and qualified science teachers that are dedicated in teaching

profession

2. To equip the teachers to use relevant methods of teaching to the student's

needs and experience

3. To ensure that adequate time is allocated for the teaching of science

4. To ensure that students are interested in taking up science courses

1.4 Research Questions

To facilitate investigating in the problem of this study, the following questions

are raised.

1. Are there qualified science teacher?

2. Do teachers use relevant methodology to the students need and experience?

3. Are students interested in taking up science courses?

4
 4. What is the difference between male and female performance in science?

1.4 Null Hypothesis

The following hypothesis was formulated and will be tested at 0.5 level of significance

HO1: There is no significance in sciences performance of male and female students in

Gwadabawa secondary schools of sokoto state Nigeria.

1.5 Significance of the Study

It is hoped that findings of this study will be significance to those concerned with

education such as the science teachers, sokoto state science and technical schools

management board, authorities, supervisor of science, students and parent, if the

suggestion offered by the researchers are allowed to come into operation, students will

feel happy over discovering new things and solving problems. There will also be what

one may refer to as psylic income both in the part of the students, teachers and parent

for the child attaining desired goals.

These results will also reveal to the curriculum planners / curriculum designers,

policy maker and all other educational bodies in sokoto state, while goals and

objectives have not been achieved. Suggestion would also be made on possible ways of

teaching science that will make the students recognize the value of science in a

technological world.

5
1.6 Scope and Delimitation

The scope of the study is on the study problem of science teaching and learning in rural

secondary school in sokoto state. But this study is limited to some schools in the rural

area of gwadabawa local government. The above problem cut across all local

government in the state. However, the above mentioned local government area was

chosen as a sample. The selection of the schools from this local government area is one

of these (L.G.A) that have presented students in S.S.C.L.E examination. The selection

criteria for these schools was as a result of the alarming rate of failure in S.S.C.L.E

examination between 2014 – 2018.

6
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

Literature will be reviewed under the following sub-headings

 Conceptual framework

 Theoretical frameworks

 Empirical framework

 Summary of the review and uniqueness of the study

2.2 Conceptual Framework

 Operational Definition of Terms

Science is the systematic study of the structure and behavior of the physical,

social, and natural worlds through observation and experimentation. It’s key to

innovation, global competitiveness, and human advancement.

 Teaching: this is the organizational process of effectively achieving a common

goal by stimulating to attend, observe, associate, remember and reason out things for

themselves.

 Problem: is an obstacle toward achieving a desired goal.

 S.T.A.N: Science Teacher Association of Nigeria.

7
 S.S.S.C.E: Senior secondary school certificate examination.

In recent years, the efforts of science educators have been directed to

understanding the nature of science learning at secondary school level, with a view to

providing the pupils with aptitude in science as a sound foundation for further work in

science and making others scientifically literate. One of the appropriate methodology

considered as capable of making science teachers equal to the task of the science

education has been discussed in some article produced by many science educators some

of such article which either directly or indirectly refers to the methodology of science

teaching include that of Oyeneyim and Balogum (1981) who said ″curriculum reform

within the last decade had shifted from rote –learning in science towards the learning

and mastery of fundamental structures of subject matter.

Structure knowledge, facilitates problem-solving strategies that are peculiar to

the subject or discipline, and also aid transfer of information from the memory when a

learner is faced with the novel situation. They explained that in science a structure

content refers to the type of laws or principals, and generalization that could commonly

referred to as scientific concepts.

Anderson etal (1972) made mentioned that the role of the teacher Centre around

the process of selecting effective instructional material. According to them, the

techniques of effective teaching make the following demand on the teachers

1. Planning to influence directly or indirectly the learning process.

8
 2. Teaching the subject matter to meet the needs and interest of each

individual.

3. Arranging a variety of media including books, lecture notes,

homework, visual aids, programmers, discussions and laboratory

exercises.

This techniques place the students in the Centre completely surrounded by various type

of media arranged by the teacher who functions as a coordinators organizer and he

makes sure that effective and psychomotor domains do not suffer neglect.

Other articles connected with the methodology of science teaching include that

of Dewey, whose philosophy is humanistic, because it locates all values within the

ability of human experiences Haris (1977). On the basis of this approach, Dewey put

forward his psychology method of teaching science to his pupils based the materials of

ordinary familiarity, so that pupils will gain an independent power to deal with the

materials within their range and avoid mental confusion.

The S.T.A.N. concept of teaching science is purely based on activities of

teachers and students performance. The teaching style is directly oriented. Guidelines

on how to do experiments are given to both the teachers and students. It is also made

adequate provision for learning scientific concepts and facts. The concepts in science

syllabus requires that each topic be taught not only in the classroom with the possible

exception of electricity. Chemere (1977, p.91) made the assertion that ″the inclusion of

these topics around a central model using the school site and science processes would

9
make science relevant to all science students, both the containing and terminals

students. This is relevant because students besides learning content, would also develop

an understanding of the limitation of science in its ability to solve human problems″

this concern arise from the increasing awareness that Nigeria cannot develop as rapidly

as she aspire to, without creating an adequate pool of scientific and technological

population.” (Ozoro (1977). At this juncture, the national policy on education has

placed special emphasis on science in our secondary school (JSS) and senior secondary

school (SSS). To this end, vigorous attempt is in making to improve the standard of

education. Educators and scientists have involved themselves in developing curricula

which are to prepare children for future life, to improve children's thinking ability, and

to know what scientists do and how they do it in order to be familiar with scientist facts

and principals.

A part from the problem of teaching of this science subjects, problem such as

lack of trained teachers, laboratories and equipment have made science teaching

traditional, being content- oriented with emphasis on facts acquisition which is

regarded as knowledge. Despite these shortcomings. Nigeria is in a jet speed for

technological know-how. This is evident from the ways Nigeria government, is making

efforts in areas of science and technology.

To meet this objectives, therefore the science teachers association of Nigeria

(S.T.A.N.) has develop curriculum materials based on the concept of science (inquiring

and investigation), to improve the quality of science and its teaching. But the question

10
is why problems in the teaching of science, why students performed poorly in science

examination and why enrollments for science in rural secondary schools low are the

questions that bother the researchers to take this investigation with a view to finding

out possible ways of solving the problem.

2.3 Theoretical Framework

Historical Background of science education in Nigeria:

Early man observe natural phenomena and speculated on its causes so as find

explanation for its formation in his primitive way. However, since Greek philosophers

began systematic reasoning, the beginning of modern science is usually traced to the

time of ancient Greek which began in the Greek Ironian colonies about 600 B.C.

Although Greeks were taken as theoretical scientist, their studies were the precusers of

chemistry, biology, physics and mathematics.

Therefore, no one has yet provided a satisfactory explanation as to when science

begins. This is because science was being practiced even before When well defined it

in 1840 as the activities of people who work in obscure and inaccessible laboratories

with strange apparatus and using language which only their colleagues understand

(Bernal; 1971) although before this definition, he stressed that in science more than

other institution it is necessary to search out the past in other to understand the present

and control the future.

In Nigeria, science education was not popular in early 20 th century that is in

1930s. 0nly few students offered science subjects. As by on higher education in Nigeria
11
make the same observation in 1960. By 1950 most Nigeria secondary schools were

offering general science in one form or another but general trend was to offer it as a

single subject up to the secondary school certificate examination partly because of lack

of science teachers in the single subject areas and mostly because of lack of resources

needed to teach basic science up to school certificate level. General science in Nigeria

schools therefore, began to experience a failure as an approach to science teaching.

In an attempt to popularize science in schools, science teacher all over the

country met on 30th November, 1957 to inaugurate science teachers association of

Nigeria which is a professional association concerned with the teaching of science in

our schools. Various science subjects committees were set up and their work include

among other things, critical analysis of the science syllabuses, with view of formulating

not only new syllabus but also guidelines for the effective utilization. Omolewa (1977)

reporting information service of London further demonstrated the poor state of science

education in the country. He revealed that only two out of the candidates who entered

for London city and Guilds passed the examination; in spite of the effort as financial

support for missionary schools such as Yaba College of technology in 1932 etc. by the

colonial government and missionary officials to promote science education in schools,

little success was recorded.

Science suffered from the hands of teachers and scholars. Though the colonial

government made provision for the teaching the subject in its institution, the learning

and teaching of science subjects were deficient. This is shown in the recommendation

12
of Africa Education commission. Omolewa further stated that this commission noted

no phase of secondary education is more vital than instruction of the pupils in the

elements of science. It is of utmost importance that pupils should gain power to apply

the facts and principles of science to interpreted natural phenomena.

In view of this Nigeria Government has sought to encourage the study of science

subjects by offering science graduate bonuses to supplement their salaries and by

offering scholarship to students of science and science based courses

2.4 Review of Related Empirical Studies

Confronted by rising numbers of school – aged children and by advances in

sciences and technology requiring long – term investigation in new higher skills, those

responsible for educational planning have before them complex decisions. Above all,

ideas of an even larger, more diversified improved system of formal education have to

be matched continuously with completing claims for the use of parent and future

resources.

Furthermore, the emphasis that citizens with scientific and technology know-

how must be taught young and consciously trained for the role expected of them, means

that educational and training requirement, with their supporting financial demands,

should be systematically determined. Again it is obvious that the growth of an economy

can be retained by having a formal education programmed which is too small or

emphasis the wrong types of educator (Callaway).

13
 In view of the importance of science education to make possible, effective

teaching of science in our schools, all the necessary facilities for the improvement and

development of science education must be provided. However, one of the major

constraints to science education has been finance and so if a state government (sokoto

state government) is unable to provide adequate facilities and incentives for teachers, as

it is present, than science educational programmer would be a mere mockery.

According to Fafunwa (1976) ″the African teachers of today is like a farmer who

cultivates his farm sometimes with bare hands, sometimes with antiquated hoe or any

other crude instrument that is available. He sometimes succeeds but often fails, not

because he enjoys the opinion of failure but he can only practices what he knows and

use the material available to him. To avoid this situation, science educators requires

high initial outlays for building and equipment for laboratories which are indispensable

for teaching and practical work.

Furthermore according to Aghenta (1981) ″the policy makers are probably

over sighting or ignoring the importance of secondary school, is in the development of

higher level (skilled) manpower. This neglect is now resulting in the shortage of

science teachers and other high level manpower in science and technology.” Professor

Baikis (1980) observed that ″successful technological take –off in the ne

Universities of technology is largely dependent on the availability of suitable

materials. ″any science teachers operates best in a well-equipped laboratories assistant

will produce quite a number of science students, because the laboratories is where

14
science students engage in hands – on activities (Tamir (1977) such as observations and

experiments. Remer (1971) asserts that ″ practical work in science assumes an

important role in the development of psychomotor domain of the taxonomy of

educational objectives. ″unfortunately however, many schools have laboratory assistant

and where they are available they are not trained and no provision of in-service

opportunities for them on the ground that there is shortage of funds for such purpose.

Moreover, according to Owolabi 1976one of the major problem facing all department

of chemistry, physics and biology in this country is shortage of staff, the other is the

shortage of facilities including shortage of equipment laboratory space workshop

facilities chemistry, physics and technology and equipment are usually expensive.

Almost all the equipment required have to be purchase abroad. The unavoidable delay

time in purchase of vital items of equipment repair or replacement of non-serviceable

ones add more to the problem” staff, equipment, laboratory, space and workshop

facilities are usually inadequate supplied as a result of financial constraints imposed on

the sector responsible for the provision of this facilities.

Furthermore, the problem involving in obtaining import license and foreign

exchange or latest of credit coupled with the financial constraints on the importation of

equipment further worse the situation. Laboratory cannot be fully equipped, sometimes

more staff cannot be employ even when they are prospective candidate, research

laboratory cannot be provide for staff members cannot travel abroad all because of the

stringent financial limitation”(Owolabi 1976).

15
 The sokoto state administrator col. Yakubu mu’azu in his budget speech of

the 1995 physical year accorded a top priority to education. This was seen in the

sectorial allocation of 371,381,674 million naira which prove the year 1995 to be the

year of rapid development for education. Science education was given rapid

consideration with 1.7m naira to be spent in rehabilitating blocks of classroom in some

special science secondary schools. More also an equipment worth 1.9m naira were

purchased for distribution in various secondary school in the state. Assorted

introductory technology equipment’s were also distributed to numerous technical

colleagues in the state.

2.5 Summary of the Review and the Uniqueness of the Study

As education was presented with equipment’s/ as regard to tertiary Shehu Shagari

College of education was presented with equipment for inter-science, fine art and

language laboratory as well as computer was also provided.

In his effort to boost science education in the state hard laying allowances for

principals, vice principals and head of department. And ministries of education was

given certain amount of money for the payment of transport allowances to the student

of boarding unity and federal school and colleges. Likewise both internal and external

students by the state scholarship board.

Due emphasis was given to computer education in which G.G.S.S Illela were

chosen to run the program. Education resource center will be supplied with the required

equipment to aid service of producing and distribution of instructional material to

16
schools. The procure of science education equipment will continue for the development

of science and technical schools in the state. For efficient and effective running of the

existing.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter basically deals with the method of data collection. The chapter will

cover/looks into Research Design, Population of the Study, Sample and Sampling

Technique, Instrumentation, Validity and Reliability of the Instrument, Administration

of the instrument and Approaches to Data Analysis.

3.2 Research Design

The ex post facto/causal comparative research was employed in the study. The

research design is useful whenever two groups differ on independent variables of the

group and the hypothesis about difference on one or more dependent variable of the

groups need to be tested. In this study the ex post facto design is deemed fit because

the study attempted to test hypotheses of the performance of two groups which differ

on characteristics such as ownership of schools, gender and school location.

17
3.3 Population of the Study

The population of the study consist of three (3) selected senior secondary schools in

Gwadabawa area of sokoto state.

3.4 Sample and Sampling Technique

The sample for the study comprised of three senior secondary schools selected from

Gwadabawa local government area: Sultan Tambari Secondary School Gwadabawa;

Government Day Secondary School Gwadabawa; Government Science Secondary

School Gwadabawa. The information obtained from these schools was used to make

generalization to cover all schools in this local government area involved in the study

because, there is a presentation for each selected school. The subject for this research

comprises of students offering Physics, Chemistry, and Biology as their major science

subjects in preparation for the senior secondary school certificate examination

(SSSCE). The category of students involved in this research were SS2.

The sample will be equally composed on the basis of the grade levels ten (10)

randomly selected students will be form from each of the three (3) categories of the

three (3) selected schools making a total of ninety (90) sample students.

18
3.5 Research Instrument(s)

Questionnaires were used in the study. There were two set of questionnaires,

one for the science teacher and the other for the science students. The teacher

questionnaire consist of 28 questions base on the research questions the students

questionnaire consist of 21 questions. The questionnaire were design by the researcher

to seek information on the situation in the field, especially on the teacher’s

qualifications, methodologies and facilities. This helped the researcher to extract

comprehensive information on the schools and students’ performance on science.

3.6 Validity of the Instrument(s)

Validity of the instrument refers to the degree to which an instrument measures

what it is wished-for to measure at the extent to which a true and accurate measure of it

is possible. To ensure the face validity of the instrument, the data collected from the

students check list will be presented to three (3) experts in science education for

scrutiny. Having effected the necessary corrections, experts in the unit of test and

measurement looked through the instrument to confirm its validity. The feedback from

the experts shows that the instrument as content valid to measure the variables in the

study.

3.7 Reliability of the Instrument(s)

The reliability of the instrument was determined by using test re-test method.

19
3.8 Administration of the Instrument(s)

The research instrument that is, questionnaire was administered to the teachers and

students of the above selected secondary schools in senior secondary school in

Gwadabawa area sokoto state.

3.9 Approach to Data Analysis

The data collected were analyzed using simple percentage and tables to analyze

research questions generated for the study in chapter one, while t-test were used to test

the hypotheses stated.

20
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

For the research work, data was collected through the use of questionnaires from

two group of respondents used for this studies. They are science teachers and science

students. A total number 0f one hundred and ten questionnaire were distributed to both

science teacher and student as the ratio 1:10 (that is science teachers 10 questionnaire to

science students). All questionnaires given to those science personnel’s were returned

fully giving 100% return rate.

In analyzing the data, the response from the questionnaires are tabulated with

each frequency and percentage given. In this case the highest percentage of responses is

held and the overall views of the responses each questionnaire is explained and its

answers from the respondents shown in the table preceding the explanations.

4.2 Analysis of Demographic Data

The findings below represent an analysis of the data obtained from 10 science

teachers out of the three schools involved in the study (100%) but you should know that

females science teachers are also inclusive.

On the number of students per group is 5 students have the highest number 50

(50%) followed by a group of 6 with 40% and then group of which is 0% none at all.

From the teachers opinion on the students attitude toward of the studies of science, the
21
student with no challenge attitude towards the study of science scored the highest

number 70% followed by every encouraging 20 and fairs 10%. The student selection of

subjects (carriers) based on the performance the highest number 50 (55.6%) followed

by likeness with 30 (30.3%) pressure from the school authority 10 11.1%). Concerning

the evaluation of students performance the teachers that evaluate students monthly have

the highest frequency 40 (44.5%) followed by front night 20 (22.25). About the

students time for prep in the school, the teacher from schools with time have the

highest of 2 (66.7%) while that without prep is 1 (33.3%).

On the students area of difficulties, the highest score is the theoretical aspect 60

(66.7) followed by practical aspect30 (33.3%). The problem is less here. In the case of

supervision of the school termly score the highest 60% yearly. The inspectors

comments to the teachers are very encouraging, concerning whether the teachers would

like to teach in rural secondary school those who are willing to teach in rural areas are

30% while those who are not willing are 40% and those who are neutral are 30%.

4.3 Answering of Research Questions

Research question 1: Are there qualified science teachers?

To answer this research question data collected were subjected to percent and

frequency counts. The results were presented in the table below

22
Table 4.1: Analysis of Teacher Qualification

Teacher Frequency Percentage (%)

Qualified 8 80.0%

Un-qualified 2 20.0%

Total 10 100.0%

The table above indicates that among all the categories of qualification listed,

BSC and MED had the highest number of the teachers which is 80% followed by NCE

and others (OND and GCE) each with 20%. The data presented in table 4.1 indicated

that 80% of the teachers in rural areas are BSC and MED holders, this indicate that

there are qualified science teachers. This finding also revealed that all the sampled

teachers were engaged in teaching one subject or the other.

Research question 2: Do teachers use relevant methodology to the students need and

experience?

To answer this research question data collected were subjected to percent and

frequency counts. The results were presented in the table below

23
Table 4.2: Methodology prefers by teacher

Methods of Teaching No. of Scores Percentage (%)

Demonstration Method 5 50.0%

Practical Method 2 20.0%

Discussion Method 2 20.0%

Lecture Method 1 10%

Total 10 100%

With the table above we may say that teacher’s preferred teaching science with

demonstration method followed by discussion and practical method which seem to

contributive to the science teaching problem hence science preferred more practical

then theory in teaching profession.

They therefore suggest that the duration should be three schools are having laboratory

but fairly equipped, and it is difficult to run those equipment at the absence of

electricity in those areas. Even though some teachers are trying their best by

improvising some apparatus for example cooling stove, matches, kerosene, wires, and

some chemicals etc.

Research question 3: Are students interested in taking up science courses?

To answer this research question data collected were subjected to percent and

frequency counts. The results were presented in the table below

24
Table 4.3: Analysis of student’s Interest

Interest Frequency % Mean Std.

Deviation

Not-interested 5 5.0%

Interested 95 95.0% 1.95 .21

Total 100 100.0%

Table above display student’s interest in science where 95% show their interest, while

only 5% show no interest in science courses. The sampled taken is 35 students from the

category (SSII) and from the senior secondary schools in Gwadabawa local government

area, bringing the total number of 100 students. Out of hundred students representing

students in Gwadabawa local government area 95 (95%) had interest while 5 (5%) had

no interest in science.

Research question 4: what is the difference between male and female performance in

sciences?

To answer this research question data collected were subjected to percentage and

frequency counts. The results were presented in the table below

25
Table 4.4: Analysis of student’s difference between male and female performance in

sciences?

Gender N Mean Std. Mean

Deviation difference

Male 65 30.61 2.08 .25

Female 35 31.34 2.49 .42

Total 100

4.4 Testing the Null Hypotheses

HO1: There is no significance in sciences performance of male and female students in

Gwadabawa secondary schools of Sokoto state Nigeria.

Data collected for this hypothesis were subjected T-test analysis the result were

presented in the table below.

Table 4.5: analysis of the student difference in performance

26
 Independent Samples Test

Levene's test for T-test for quality of means

quality of

variances

F Sig. t Df Sig.2 Mean Std. 95%

tailed difference Error confidence

difference Interval of

The

differences

TOTAL 1.35g .24 - 98 .12

Equal variances 1.55 -72747 .46 lower uppe

assumed r

-1.65 .20

Equal Variances - 59.77 .14 -72747 .49

not assumed 1.47 -1.71 .26

27
 4.5 Summary of the Major Findings

1 There is a drastic shortage of teachers in subjects such as chemistry, physics,

and biology in rural secondary schools. As a result, teachers not specialized in

these subjects were made to teach them.

2 Many science teachers in rural secondary schools have been serving for a long

time were not sent for refresher course to Aquent them with the modern

techniques of teaching sciences.

3 Many science teachers preferred the use of lecture method in teaching, hence

more teacher’s participation in the lesson than students.

4 Majority of the schools have laboratories but they lack equipment.

5 Many teachers do not improvise where some essential materials are not

available.

6 Student are not constantly evaluated.

7 Teachers in rural secondary school are not supervised.

8 No incentives for the teacher in rural secondary school.

4.6 Discussion of the Findings

From the information gathered the majority of the students had interest in learning

science they agreed that the science subject are interesting and easily understood. It

assumed that interest plays a very important role in teaching and learning of science.

28
Having this in mind, it become clear that students are interested in the studying science,

therefore, effective teaching and learning cannot take place without the student’s

interest. What is needed here is that effort should be made to make teaching science

interesting.it was discovered that students liked practical lessons more than the theory,

as they are involved in learning by doing rather than been passive as in case of theory.

Though if enough equipment are provided and more practical lessons taken. Student’s

interest might be generated and they will be able to contribute and participate more

learning science. On the aspect of method and medium of instruction used by teacher in

relation to the student; understanding, it was gathered that 27.8% of the students find it

difficult to understand English as the only medium of instruction. Also the majority of

the students find it difficult to understand the lesson through the lecture method used by

more teachers in teaching of science. It is therefore, not surprising to see that there is

mass failure of students in science at the S.S.S.C Examination.

Furthermore, it was found that only average number of teacher provide answer

to the students questions whenever they have problem. This is not good enough for

effective learning of science, as only 50% of the students receive answer while the

remaining half were left unclear of what they are learning. This could be one of the

reason why some students find it difficult and discouraging to learn science in this case,

the teacher should try their possible best to provide answers to their student’s questions.

For instance where students have little or no English language, the teachers need to put

29
in more effort to use more illustration. Also 38.8% of the students that they liked

biology more than any other science subjects, like chemistry and physics.

This shows that in comparison with other science subjects biology is liked

more. The reason given for this is that the teacher teaches or discuss with them are seen

practically. In this way if enough equipment are provide, the students will also like the

other science subjects. It was also observe that tests are given monthly and are marked

whenever given. The home works are given and marked regularly.

On how regular students have practical lesson and how they work either in

groups or individually, it was observed that the majority had practical lesson once in a

week and at the sometime work in group. This should be a contributing factor

militating proper understanding of science. We therefore, advocate that the more

periods allocate for practical lessons and the number of students working in groups are

reduced. We have also observed that students have time provided for prep periods and

only activity that they do is to go through their note. But unfortunately however they

are supervised only occasionally. From this observation if students are to perform very

well they need to be supervised constantly as this will make them to read their note

always which will help them to keep their memory fresh and this will enable them to

perform well in their examinations.

Finally, it was discovered that 77.85 of the students do not like to study in

rural areas for the following reasons given by them

30
 1. They have no enough science teachers and the few posted are not willing to

stay.

2. They are always engage in one way or the other with domestic works at home

such as farming and animals rearing which interfere with their studies.

3. They have no enough modern textbooks or they cannot see textbooks to buy or

even too costly to them.

4. Lack of enough equipment for practical works.

5. There is no social amenities like electricity which plays a great role in the

running of laboratories.

The problem raised by both teachers and students were not only peculiar to the rural

areas as observe by comparing to the other rural schools. So from these a generalization

could be made that all the problems mentioned above are the problems that affect the

effective in teaching and learning in sokoto state as a whole or the teaching and

learning of science entirely And then the other reasons given by those students that

want to learn science was that they want to become scientist, as scientist do invent

many things such as Radio, Television, Aero plane, Satellite etc. on the aspects of

science teaching they like practical aspect most 40% while, on theoretical aspect we

have 30% and those who liked both practical and theoretical ere 20%. On the question

whether the students like the method used by their teachers in teaching them science

subject and medium of instruction used by the teachers only 33.3%of them answered

yes, to the likeness of the method used by the teacher while 66.7% do not like the

31
method. 30% of Hausa and English is only used as the medium of instruction by their

teacher.

Further students were asked again weather they understand their teachers while

teaching them science and whether the teachers respond to their questions whenever

they have problem, 30% agreed that they do not understand while 60% answered no,

and half of the students50% answered yes to teachers response to their question while

the remaining answered no. concerning the science subject the students like best is

biology are 35% while those who like mathematics are 25%and those who like

chemistry are 15% and those who like physics are also 15%. The next question,

students were asked to give reasons for their choice of a particular science subjects.

Some of the reasons given were for the biology students, they can easily understand

what the teacher thought them. For the mathematics student they said it enable them to

know how to count things, and for chemistry and physics they only want to become

either physician or chemist. And on how often the teacher uses teaching aids and gives

test and assignments in evaluation of the students. 20% students agreed that teachers

are always using teaching aids, 40% indicated that only sometimes that the teachers

uses teaching aid while 30% responded that the teachers never used teaching aids. In

the case of evaluation, students with termly have the highest number 60%.

32
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter summarized the important area of the project. From the data analyzed,

conclusion was drawn, observations were made in relation to the problems of teaching

and learning sciences and the researchers finally made recommendations for finding

solutions to the problem.

5.2 Summary

The research work was directed towards investigating the problems facing the teaching

and learning of sciences in senior secondary schools in Gwadabawa local government

area of sokoto state. The purpose of the project was to identify the problems militating

against the effective teaching and learning of sciences and try to find possible solutions

by suggestions or recommendations.

5.3 Conclusion

Science education is one of the most important subject in school due to its relevant to

student’s life and the universally applicable problem solving and critical thinking skills

it uses and develops. These are lifelong skills that allow student to generate ideas,

weigh decisions intelligently and even understand the evidence behind public policy

making. Teaching technological literacy, critical thinking and problem solving through

33
science education gives student the skills and knowledge they need to succeed in school

and beyond.

5.4 Recommendations

In the light of conclusion arrived at, the following recommendations were put

forward:

1. More teachers should be recruited for subjects like Chemistry, Biology and

Physics.

2. Ministry of education/ science and technical schools board should sponsor

science teachers to attend refresher courses, seminar, and workshops to Aquent

them with modern approach to science teaching.

3. More laboratories equipment’s should be supplied to various secondary schools

to enhance effective teaching.

4. There should be frequent supervision to check teacher’s activities and subjects,

Supervision should be intensified for effectiveness.

5. Teachers should put their best in other to groom the students properly and

develop interest in whatever subject area they are teaching so as to motivate

students to learn.

6. Incentive should be given to science teachers by the state government in other

to motivate them, this can be inform of science teachers allowance, free

accommodation, free medical care and in service training.

34
 7. Ministry of education should make the text books available to various

secondary school either to be sold to parents at the subsidized rate or kept in the

schools for students to consult.

8. Parents: through the P.T.A meetings, parents should be made to understand the

necessity for allowing their children to have enough time to write their home

work at home.

5.5 Implication of the Study

The implication of this analysis is that since the learning of sciences is gradually

declining in senior secondary schools as shown by the poor performance in the senior

secondary school certificate examination, then the teachers with very long teaching

experience without been opportune to attend refresher courses are likely not to be

conversant with the modern techniques to teaching and learning of science,

furthermore, 10% of the teachers preferred the use of the lecture method of teaching

(table 4.3.2). This shows that there is more teacher participation in the lesson than that

of the students. The inquiry method of teaching science presently emphasis are not

given and nor any priority to make learning more practical or appeal to real life

situation

5.6 Suggestions for Further Studies

Due to the nature of research topic; the researchers encounter some problems and

limitations when undergoing the investigations such as that of related literature,

35
insecurity in some areas that research covers, and information gathering. Therefore,

researchers suggested that different sectors and individuals should write further on the

topic, but should consider such problems mentioned for further more elaborated finding

about the study. In further research efforts, this study might be extended with

considering other factors infective in teaching and learning of sciences in rural

secondary schools. And also this study might be modified to a study in a junior

secondary school level. Finally, the topic should be further investigated in the

secondary schools and other secondary schools in the state and the nation at large so as

to have concrete analysis in the topic.

36
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Ministry of education (MoE). (2010). Teaching syllabus for natural science for junior
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Muazu Y. Col. (1995), Budget speech The path newspaper (31st Jan to Feb)
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Nwaoku, O. (2005). School Records in Educational Administration. In V. F.
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39
APPENDIX I

40
 APPENDIX II
USMANU DANFODIYO UNIVERSITY SOKOTO
FACULTY OF EDUCATION AND EXTENSION SERVICES
DEPARTMENT OF SCIENCE AND VOCATIONAL EDUCATION
QUESTIONNNAIRE FOR THE PROBLEMS OF TEACHING AND LEARNING OF
SCIENCES IN SENIOR SECONDARY SCHOOLS
Instruction:
Time: 30 minutes please tick   appropriately from the options provided and complete
the blank spaces with the necessary information as may be appropriate.
SECTION A
Questionnaires for the Teachers
1. Gender male   female  
2. What is your qualification NCE   BSC ED  M ED  
3. How long have you been in teaching profession……………………..
4. What are the experiences you acquired through
teaching………………………………………………..................................................
.............................
5. How many workshops have you
attended…………………………………………………………….
6. What skills and experiences you acquired through
workshops…………………………………………………………………………………
……………………………………..
7. What are the challenges you encountered in teaching
profession…………………………………………………………………………………
…………………………………..
8. What are the methods you use for teaching of your
subject……………………………………………………………………………………
…………………………………….
9. How did the students perceive the methods
used…………………………………………………………………………………………
………………………………….
10. What is the outcome of the method
used………………………………………………………………….
11. Are the stated learning objectives achieved through the method?
 YES
 NO
12. Do the method seem difficult to the students?
 YES
 NO
41
13. Do the students enjoy the lesson through the use of the method?
 YES
 NO
14. Are there science facilities in the school?
 YES
 NO
15. How do you utilized the facilities and their
maintenances……………………………………………………………………………
………………………………….
16. What are the outcome of the lesson after using science
facilities……………………………………………………………………………………
…………………………………..
17. Is there cordial relationship between you and your students?
 YES
 NO
18. Do you have confidence while delivering your lessons?
 YES
 NO
19. Do the students seem motivated while interacting with sciences apparatus?
 YES
 NO
20. Do the students acquire scientific skills through the use of science tools?
 YES
 NO
21. Between science theoretical and practical aspects which does the students
like…………………………………………………………………………………………
……….
22. Were students taken out for excursion to observe natural phenomena?
 YES
 NO
23. How do students perceive the knowledge of sciences compared with other field
of studies?
………………………………………………………………………………………………
24. What are your suggestions pertaining to sciences?
………………………………………………………………………………………………
…………….
25. How do you think we can improve students performances in sciences in rural
secondary
schools……………………………………………………………………………………
……………….

42
26. What do you recommend for governments improvement of sciences in our rural
secondary
schools……………………………………………………………………………………
…………………..
27. What are your comment based on this research
questionnaire……………………………………………………………………………
………………………………….
28. Which information did you have for us that can be helpful in carrying out this
research
work………………………………………………………………………………………
……………………………………..

43
44
 APPENDIX III
USMANU DANFODIYO UNIVERASITY SOKOTO
FACULTY OF EDUCATION AND EXTENSION SERVICES
DEPARTMENT OF SCIENCE VOCATIONAL EDUCATION
QUESTIONNAIRE FOR THE PROBLEMS OF TEACHING AND LEARNING OF
SCIENCES IN SENIOR SECONDARY SCHOOLS
Instruction:
Time: 30 minutes please tick   appropriately from the options provided and complete
the blank spaces with the necessary information as may be appropriate
SECTION A
Questionnaire for the students
1. Which class are you? SS1   SS2   SS3  
2. Do you have interest in sciences?
 YES
 NO
3. Why did you have interest in sciences?
………………………………………………………………………………………………
……………………………….
4. Which among the sciences subjects did you like best?
BIOLOGY  CHEMISTRY  PHYSICS 
5. What is your future ambition?
………………………………………………………………………….
6. How do you passive sciences?
…………………………………………………………………………..
7. Which among the methods of teaching did you prefer your teacher to be using?
………………………………………………………………………………………………
……………………….
8. Biology, chemistry and physics are sciences subjects
 AGREE
 DISAGREE
9. Natural science and social sciences are the two types of sciences
 TRUE
 FALSE
10. Science is the systematic study of anything that can be examine, tested and
verified?
 TRUE
 FALSES

45
11. Do you prepare being
A an engineer
B a medical doctor
C a science
D None
 IF YES
WHY? ..................................................................................................
.
 IF NO WHY?
………………………………………………………………………………
……………….
12. Did your science teachers use teaching aids while teaching
 YES
 NO
13. Observation, problem identification, data collection and hypothesis are the
steps for conducting scientific research
 TRUE
 FALSE
14. Problem solving method is used in the laboratory practical work
 AGREE
 DISAGREE
15. Do you wish to travel to urban areas for academic pursuit or you prefer to
continue your studies in rural schools
 YES
 NO
16. How many laboratory apparatus will you be able to identify
 THREE
 FIVE
 SEVEN

17. Will you be able to carry out laboratory work alone through your teachers
instructions
 YES
 NO
18. Will you be able to perform qualitative and quantitative analysis in your school
laboratory
 YES
 NO
19. Will you be able to perform the titration of acids and bases
 YES
46
  NO
20. What is the name of the modern scientists?
A Galileo Galilei
B Aneximines
C Socrates
D Aristotle
21. Gender
 Male
 Female

47