Evaluation of Resource Availability for Teaching Science in Secondary Schools: Implications for Vision 20:2020

By Daluba, Noah E. | Journal of Emerging Trends in Educational Research and Policy Studies, June 2012 | Go to article overview

Evaluation of Resource Availability for Teaching Science in Secondary Schools: Implications for Vision 20:2020


Daluba, Noah E., Journal of Emerging Trends in Educational Research and Policy Studies


Abstract

The paper evaluates the availability of resources for the teaching of science and conduct of practicals in secondary schools in Ankpa Local Government Area of Kogi State, Nigeria. This research is imperative as the results of the study will assist teachers to carefully and properly scrutinize resources for science teaching and learning in our educational school system. The teachers' ability to effectively embark on the above tasks will make Nigeria's quest for technological advancement and competitiveness with other advanced countries of the world by the year 2020 a reality. The population for the study was made up of 22 secondary schools, 42 science teachers and 48 laboratory assistants from all the secondary schools. The sample comprised 20 science teachers and 20 laboratory assistants. Questionnaire, observation and interviews were the tools used for data collection. Frequency and simple percentage were used to analyse the data collected. It was found that the secondary schools used for this study have adequate teaching aids, tools and specimens for classroom teaching and laboratory practicals. Science teachers agreed that there are qualified teachers, enough classrooms and furnitures. Very many equipment and facilities were found lacking. The implications of this on vision 20:2020 was discussed. The paper recommended among others that government should make funding as a priority.

Keywords: comparative evaluation, resources, availability, teaching science, vision 20:2020

INTRODUCTION

Science occupies a very important and enviable position in Nigeria education system. This importance has been realized by government, parents, the society at large, the teachers and the secondary school students themselves. Science courses are linked together and many professions emanate from their linkages. A good example of these professions include medicine, pharmacy, nursing, engineering, etc. Thus, the importance of science cannot be over emphasized. The effective teaching and learning of science in the school system should be accorded priority in any educational system. The major aim should always be that of assisting science teachers and students to do what is expected of them under prevailing environmental conditions. One of the ways of doing this, is to carefully scrutinize the resources for teaching science. Resources for teaching science could be human (e.g teachers and laboratory assistants), materials (e.g. library, laboratory, teaching aids, classrooms, etc.), facilities (e.g running water, constant electricity supply, etc) and appropriate chemicals and reagents. There is need to use modern and standard resources for teaching science because according to Offormatu (1990) these enable students to improve on their performances.

Effective teaching and learning of science depend on teacher know-how in terms of expertise in content areas and teaching strategies, availability of teaching aids, recommended textbooks and other supplementary reading materials, laboratory equipment, chemicals and reagents. Okeke and

Inomiesa (1986) found many teachers to be incompetent and Orji (2006) found strong relationship between teachers' know-how and students' achievement. He further found that library materials and science laboratory equipment are positively related to the performance of students. Science instruction/teaching is more effective when laboratory materials are available and when these are well used. Oladeji (1991) in his study found that many secondary schools do not have enough materials for teaching basic concepts. He further added that schools that were poorly equipped produced students with poor performance than those from well equipped schools. Other factors attributed to this poor performance include shortage of qualified staff (teachers), lack of adequate teaching facilities and high teachers student ratio. The studies reported above show the importance of resources in the teaching-learning process. …

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