Relationship between Learning Resources and Student's Academic Achievement in Science Subjects in Taraba State Senior Secondary Schools

Article excerpt


The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study. Three different research instruments were employed in collecting the data: (i) Bio-data of science teachers for Biology, Chemistry and Physics. (ii) Laboratory equipment inventory checklist (LEIC) for Biology (BLEIC); Chemistry (CLEIC) and Physics (PLEIC) for the 18 science laboratories of the schools selected. (iii) Students' Academic Achievement scores collect data on students' scores in WASSCE from 2003 - 2007. Four null hypotheses were raised and tested using Pearson's Product Moment Correlation Coefficient and student's t-test statistics. The results of data analysis showed that laboratory equipment and the number of qualified teachers were inadequate for Biology, Chemistry and in Physics where there were no qualified teachers at all. The result also revealed that availability of qualified science teachers had no significant relationship on academic achievement of students in science subjects at p<0.05. The results also indicated that there was no difference in the academic of schools with adequate laboratory equipment and those without them. The results also showed that there was no difference in the academic achievement of students in science subjects of students who attended pure science schools and those who attended non - pure science schools. On the basis of these findings it was recommended that more learning resources be provided in the secondary schools in Taraba State.


The Federal Government of Nigeria has taken a good number of measures in the previous years to improve and promote the study of science, technology and mathematics in the country. This is evident in her effort in establishing more special science secondary schools to facilitate the teaching and learning of sciences.

One of the policy statements of the National Policy on Education is that "a great proportion of education expenditure will be devoted to science and technology" (NPE revised, 1998). If this policy were properly implemented, there should be enough availability of learning resources for the teaching and learning of science subjects in most, if not all the secondary schools in the country.

Learning resources play a paramount role in the teaching and learning of science subjects and inevitably the student's academic achievement in the subjects. Despite the fact that the need for meaningful science teaching in Nigeria and Taraba State as a whole is identified, a lot of hurdles still prevent the effective teaching and learning of the science subjects. Various scholars have viewed these problems from different perspectives. For instance, Balogun (1982) asserted that no meaningful science education programme can exist without laboratory facilities. Laboratory facilities and indispensable to good science teaching and learning.

In a world of change where science and technology is advancing very fast, science education at all levels in Nigeria is almost at a deplorable state, especially in Taraba State. This is evidenced by the decline in science subjects learning outcome characterized by student's poor performance (Okafor, 2000) and inadequate supply of skilled human and material resources (Agusiobo, 1998), in most public schools.

Eule and Chukwu (2000), were of the view that the global change in science curriculum due to knowledge explosion and technological development demands for qualitative science teaching. This changes call for the provision of standard resources at the secondary school which is the foundation of science learning is laid.

Considerable research efforts are being expended on how to improve student's performance in science subjects. Aguisiobo (1998), explained that the poor capital investment in terms of provision of science learning resources contribute to student's low level of academic performance. …


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