TEACHING AND LEARNING PROBLEMS FACES BY SCIENCE EDUCATION STUDENTS

TEACHING AND LEARNING PROBLEMS FACES BY SCIENCE EDUCATION STUDENTS

(A CASE STUDY OF BAYERO UNIVERSITY, KANO)

KANO-NIGERIA

BY

S/N

NAMES REG No:

1 ZAINAB ALIYU HASSAN EDU/10/B.Sc/009342 HAUWA BELLO RABIU EDU/10/B.Sc/009353 HAUWA USMAN EL-MARZUQ EDU/10/B.Sc/009364 RUQAYYA SADIQA ISA EDU/10/B.Sc/009395 SA’ADATU ISAH EDU/10/B.Sc/009406 FATIMA ISMAIL EDU/10/B.Sc/00941

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF SCIENCE AND TECHNOLOGY EDUCATION, BAYERO UNIVERSITY KANO IN PARTIAL FULFILLMENT FOR

THE AWARD OF BACHELLOR OF SCIENCE (B. SC. ED) EDUCATION DEGREE

FEBRUARY, 2015

APPROVAL PAGE

i

Project Supervisor Date

Dr. Garba Shuaibu

Head of Department Date

Dr. Garba Shuaibu

Project Co-ordinator Date

Mal. Nasiru Mukhtar

ii

DEDICATION

This project is dedicated to our dear parent for their prayer, blessing, guidance,

moral and financial support. May Jannatul Firdaus be their final abode. Ameen

iii

ACKNOWLEDGEMENT

All praises and thanks be to the Almighty for his protection, bounties, strength

He gave us throughout the course of study.

Our Heartfelt thanks goes to our dedicated and diligent supervisor. Dr. Garba

Shuaibu (H.O.D) for his support, kindness, his rational constructive criticism

and suggestions to make this project what it is and for his precious time he gave

us to go through the mistakes and ambiguities; May Almighty reward him

abundantly and continue to guide him throughout his life time, thank you Sir.

It would have been very difficult to attend this level of achievement, if not for

the care, prayers, love, moral support and assistance we got from our beloved

parent. May Almighty reward them abundantly and continue to guide them

throughout their life and Jannatul Firdausbe their final abode.

We express our sincere gratitude to all the lecturers especially the Head of

departments of Biological Science, chemistry and Physics and also Science

Education Department lecturers most especially Dr. IdrisIsa Danladi, Mal.

Usman.Yunusa.

And also our sincere thanks go to our beloved Husbands for their support,

prayers and encouragement. Our gratitude goes to all our family members,

friends and well-wishers.

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Finally, our appreciations also go to all the science education students most

especially level 400 students for their cooperation. \

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ABSTRACT

This research investigated the Teaching and Learning Problems faces by Science Education Students in Bayero University Kano. The research work has been design into five chapters; chapter one deals with introduction of the study, chapter two deals with review of related literature. Chapter three deals with methodology of the study, method of collecting data and method of data analysis conducted in the research. Chapter four contains interpretation and analysis. While chapter five contains summary, conclusion, recommendations of research work. The research recommended that adequate facilities should be provided, proper administration, teachers were advised to improve the method of teaching and students should be hard working.

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TABLE OF CONTENT

Title page - - - - - - - - - - i

Approval page - - - - - - - - - - ii

Dedication - - - - - - - - - - iii

Acknowledgement - - - - - - - - iv

Abstract - - - - - - - - - - v

Table of content - - - - - - - - - - vi

CHAPTER ONE

1.1 Introduction - - - - - - - - - - 11.2 Background of the study - - - - - - - - 11.3 Statement of the problem - - - - - - - - 11.4 Objectives of the study - - - - - - - - 21.5 Research questions - - - - - - - - 21.6 Significant of the study - - - - - - - - 31.7 Scope and limitation of the study - - - - - - 31.8 Operation definition of terms - - - - - - - 3

CHAPTER TWO

2.1 Introduction - - - - - - - - - - - 4

2.2 Concept, theories and function of education - - - - - 4

2.2.1 Concept, theories and function of teaching - - - - - 5

2.2.2 Concept, theories and teaching of learning - - - - - 5

2.3 Science education in Nigeria: Its nature aim and functions. - - 5

2.3.1 Science education - - - - - - - - - 6

2.3.2 Aims of science education - - - - - - - 7

2.3.3 Function of Science Education - - - - - - 7

2.4 Teaching and learning of science education - - - - - 9

2.5 Science Education Students - - - - - - - 10

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2.6 Teaching and Learning problems faces by Science

Education Students - - - - - - - - - 11

2.7 Summary - - - - - - - - - - - 12

CHAPTER THREE

3.1 Introduction - - - - - - - - - - - 14

3.2 Research design - - - - - - - - - 14

3.3 Population of the study - - - - - - - - 14

3.4 Sample Population - - - - - - - - - 14

3.4.1 Sample Size - - - - - - - - - 14

3.4.2 Sampling Technique - - - - - - - - 15

3.5 Measuring Instruments - - - - - - - - 15

3.6 Administration of Data Collection Technique - - - - - 16

3.7 Problems encountered - - - - - - - - 16

3.8 Method of Data Analysis - - - - - - - - 16

CHAPTER FOUR

4.1 Introduction - - - - - - - - - - - 17

4.2 Presentation of data - - - - - - - - - 18

4.2.1 Question by question analysis of the lecturers

questionnaire in section B - - - - - - - 19

4.2.2 Question by question analysis of likert-scale of

lecturers questionnaire in section C - - - - - - 22

4.2.3 Question by question analysis of students

questionnaire in section B - - - - - - - 26

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4.2.4 Question by question analysis of likert-scale of the

students questionnaire in section C - - - - - - 29

4.3 Summary of the Findings - - - - - - - - 30

4.4 Discussion of Result - - - - - - - - 31

CHAPTER FIVE

5.1 Introduction - - - - - - - - - - - 33

5.2 Summary - - - - - - - - - - - 33

5.3 Conclusion - - - - - - - - - - - 33

5.4 Recommendations - - - - - - - - - 34

References - - - - - - - - - - 37

Questionnaire - - - - - - - - - 38

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CHAPTER ONE

INTRODUCTION

1.1 Introduction

Education is an intuitive term that has no single definition. It can be defined based on

individual interest and perception or differently from society to society. For example a

society of hunters may see education as the knowledge or ability to shoot a bow and arrow

and kill animals in the bush. Whereas every individuals are of the believe that education is

the total way of life, right from the time one is born till he dies for peaceful and useful living

in the society.

The field of science education comprises of science content and some teaching pedagogy.

The standard for science education is to provide expectation for the development of

understanding teaching and learning. But despite these expectation science education students

faces many teaching and learning problem during their undergraduate study sessions and

thus, lead to failure and student unrest.

Therefore the basis of this research project is to make teaching and learning lively for science

education students; this may be done through critical scrutiny of solution to the problem of

science education student.

1.2 Background of the study

The foundation of western education in northern Nigeria was down laid with the

proclamation of northern Nigeria as a British protectorate on December 27 th,1899 by British

administration. By 1933 the missionaries expanded their activities in several place north of

Zaria, among which Kano was, generally the demand for Western education grew

increasingly in the north.

Science education is the field concern with sharing science content and process with

individuals. The first person credited with being as a science teacher in a British public

school is William Sharp, while in Kano State of Nigeria Terence Driscoll was among the 12

British science teachers employed at Dawakin Kudu science secondary school in 1977.

1.3 Statement of the problem

According to Esiovwa (2011)Science education students are faced with a lot of

challenges ,some of Which Include shortage of unqualified science education teachers, lack

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of instructional materials used for teaching, students perception on science education .This

study therefore seeks to establish the problems faced by science education students, the

causes of the problems and how these problems affect students performance ,with the aim of

suggesting and shedding light on how to improve the learning and teaching condition of

science education students.

1.4 Objectives of the Study

The objectives of the study are to;

(1)Identify the problems faced by science education students in teaching and learning in

Bayero University Kano.

(2)Examine the causes of the problems faced by science education students in teaching and

learning in Bayero University Kano.

(3)Determine the extent of the problems affecting the performance of science education

students in Bayero University Kano.

(4)Suggest solutions to the identified problems faced by science education students in Bayero

University Kano.

(5)Find ways of improving teaching and learning of science education in Bayero University

Kano.

1.5 Research Questions

(1) What are the problems faced by science education students in teaching and learning in

Bayero University Kano?

(2) What are the causes of the problems faced by science education students in teaching and

learning in Bayero University Kano

(3) How do these problems affect student’s performance in Bayero University Kano?

(4) What are the solutions to the problems faced by science education students in teaching

and learning in Bayero University Kano?

(5)What are the mechanisms to be adopted in improving the condition of science education in

Bayero University Kano?

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1.6 Significance of the study

Science education teachers are in great demand in schools today, however because of

challenges faced by the students, they run away from science education .As such the

researchers belief that this study will bring to light the problems faced by science education

students ,for them to be appreciated .It is hoped that the result of this research will make

teachers and public at large learn to appreciate science education students and accord it the

respect and assistance the student offering it deserve during their study period.

A stable and democratic society is impossible without a minimum degree literacy and

knowledge on the part of most citizen, and without widespread some common set of accepted

values. This research contributes to both, in consequence the gain from the research accrues

not only to the researchers but to the government, NGOS, parent and society at large by

finding ways to improve the teaching and learning of science education in Bayero University

Kano, and making parent and society develop positive perception on science education.

1.7 Scope and limitation of the study

This research is limited to the problems of teaching and learning science education in Bayero

University Kano .The investigators are concerned with the teaching and learning problems.

The sample use for the research is Bayero University Kano. The university offer science

education courses, the reason for limiting our research in this university is based on

convenience..

1.8 Operational definition of terms

Teaching: Is an act of communicating between teacher and students in the process of

impacting knowledge and skills.

Learning: it can be viewed as the process of behavior initiation, modification or change.

Problem: it can be describe as difficulty which hinders teaching and learning to both the

Science: Is the ordered arrangement of ascertained knowledge including the method by

which such knowledge is extended and the criteria by which its truth is tested.

Student; is a person who studies a particular academic subject

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter examine some past works related to the topic of our research , in which

materials and information of this chapter are collected from different sources and reviewed.

The review was done as follows;

1. The term education, teaching and learning

2. Science and science education in Nigeria

3. Teaching and learning of science education

4. Science education students

5. Teaching and learning problems faces by science education students

6. Summary and uniqueness of the study

2.2 Concept, Theories and functions of Education

The concept of education as given by a Western philosopher Plato (427BC)” Education is the

capacity to feel pleasure and pain at the right moment. It develops in the body and in the soul

of the pupil all the beauty and all the perfection which he is capable of. ”

The functionalist theory focuses on the ways that universal education serves the needs of

society. Durkhiem founder of functionalist theory identify the latent role of education as

socializing people into society’s mainstream.

The profounder of conflict theory Karl Mark, sees the purpose of education as maintaining

social inequalities and preserving the power of those dominate the society.

One of the founders of Symbolic interactionist theory is Herbert Blumer, they limit their

analysis of education to what they directly observe happening in the classroom.

Education has two fold function to perform in life of man and in society, the one is utilityand

other is culture. Education must enable a man to be more efficient and quick train one for

quick resolute and effective thinking.

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2.2.1 Concept, Theories and function of Teaching

According to Onwuegbu (1979) teaching is an art as well as science. Teaching as the

profession of those who give instruction, especially in an elementary, secondary or

university.

Teaching function as a process of formal training, it provides direction for educational

development and use as a major base for evaluation. Also teaching result determines increase

in the rate of responding of existing behavior.

2.2.2Concept, theory and function of learning

According to the behaviourist learning is not an active but passive process of memorizing

information that requires external rewards.

According to humanist, learning is a personal act of individual to fully utilize his potential .B.

Watson a Behaviourist sees education as a process which neutral stimulus acquires all the

characteristics of a natural stimulus which was developed by Ivan Pavlov.

Jerume Bruner founder of Cognitivist theories conclude that peoples brains are like

computers and able to process information.

Lev Vygotsky founder of Constructivist theories assume that people are able to process

information and so learning is an active process of constructing understanding.

According to Obed (1979) Learning is used to lay foundation or bases on which the students

can build. It also increases the aspirational level of the students. It also makes students to

cooperate. The researchers view learning as a long lasting process of change in the behavior

caused by experience.

2.3 Science Education in Nigeria: its nature, aim and functions.

In trying to trace back the history of science education in Nigeria, one would note that as far

back as the second Half of the 19th century. The classical education schools were established

like CMS, Grammar schools ,St .Gregory school, Methodist school and Baptist Boys High

school in Lagos. In these schools, science was taught in form of nature study. These was due

to the fact that missionaries felt it was wise to only train clerks, interpreters and pastors at the

expenses of science teaching.

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In the 60’s, more and more emphasis was placed on science such that the teaching of nature

study started giving way to health science. Generally science and teaching of biology,

chemistry and physic as separate entities.

Finally, these basic science subjects were merged to form a subject called integrated science.

This trend of science development in our schools curriculum is meant to ensure technology

take off.

Bajah (1978) define integrated science as an approach to the teaching of science in which

concept and principles are presented so as to express the fundamental unity of scientific

thought and avoid primitive distinction between the various scientific fields.

Integrated science is the type of science where emphasis is placed on the fundamental unity

of science.

The first international conference on integrated science teaching took place in Wama

(Bulgaria) in 1968.

Abdullahi (1982) said that integrated science becomes popular only between 1957 and 1969.

The first publication of Nigeria integrated science project (NISP) was in 1970.It spell out the

objectives of integrated science, and since that time, this aspect of science has been later

inhibited by the later relevant address of our educational system. Originally, it was meant for

the first two years of the secondary school, integrated is now taught in primary and junior

secondary schools in Nigeria. The later been of three years duration, this is in line with the

National policy On education(NPE) which adopted the 6-3-3-4 system of studies both of

which result from the case of integrated social science both of which resulted from the new

“broad field curriculum” integrated science entails three main subjects biology, chemistry and

physics.

2.3.1 Science education

According to Jacob Kola, Alexender, Gbenga Ogudunle, shola Sunday, Olanipekun (2009)

Science education is the study of biology, chemistry, geography, mathematics, physic or

agricultural science, in conjunction with the principle and method of education to be able to

share scientific process and content and process with those who are not traditionally in

community. Science education should be concern with teaching of science concepts and also

address learners misconceptions about these science concept.

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2.3.2Aims of science education

The aims of science education according to the national policy on education (2004) are:

i.Tocultivate inquiring, knowledge and rational mind for the conduct of a good life and

democracy.

ii. To produce scientist for national development

iii. To service studies in technology and the course of technology development

iv. To provide knowledge and understanding of the complexity of the physical world, the

form and conduct of life.

Priyanka Nargia and et al(2012) reported in their journals the aims of science

education among others:

i. To develop pupils understanding and experience of scientific method, to

understand its value and limits and to enable them to apply the method.

ii. To give pupils enough evidence based knowledge, to be able to make

informed personal judgments in order to lead health, safe comfortable and

environmentally sustainable lives.

iii. To give practical experience of how scientist make observation of the natural

world, come up with the hypothesis and do experiments to obtain support or

disprove these hypothesis.

iv. To develop an appreciation of how science has contributed to the historical

and cultural development of our society. This means that every individual

have the right to be engaged with ideas that will help him\her to

philosophically consider their own place in the universe.

v. To cause pupils to understand the importance of evidence when making

decisions and to be able to judge whether the claims of media, advertisers,

journalist, politicians e. t. c. are evidence based and reliable.

2.3.3 Function of science education

According to Aina Jacob of the department of physics College Of Eduction(Tech) Lafiagi,

Kwara State (2013), in her journal , identified the importance of science education.

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1. Science education is very important to the development of any nation in many areas.

A graduate of physic education for example can be self employed as many of the

physics graduates have some knowledge of electronics that is enough for them to be

able to have a little period of training as apprentices and then stand alone as electronic

technicians. For instance, semi conductor is very important in the modern technology

that if properly learnt, it is enough for one to stand upon for a living; semi conductor

physics is part of what any graduate in physics will learn and should learn. in semi

conductor it is very important in a growing economy like ours in Nigeria, it is useful

in ceramic a industry and a well trained physics education graduate can be well

establish in ceramic industry.

2. Without science education, information and communication technology would be

impossible. Science and technology would not be possible without science education,

for instance engineering, medicine, architecture e.t.c. will not be possible if there is no

one to teach the students the core subjects needed for these courses.

3. Biology education is very important to any growing economy like Nigeria. Many

graduates of biology education are self employed and employers of labour, many

owned schools for themselves where people work and earned their living while some

are into fish business.

4. There are collages of education where students of chemistry department are taught

how to make dye and chalk, graduates of these department can establish their own

chalk business as soon as they graduates. If supported with fund, many schools do not

need to buy chalk outside anymore and they can equally produce for other schools.

5. Students will have practical experience of how scientist makes observations of natural

world and comes up with new ideas and facts.

6. It helps people to understand and develop scientific method based on experience to

understand it’s value and limits and to enable them to apply the method in field of

education.

7. Students who successfully complete the program ample teaching opportunities with

schools and ministry of education.

8. Teachers are the backbone of any society, so science education teachers produce

doctors, lawyers and educationists.

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2.4 Teaching and Learning of Science Education

According to Kola, Aina Jacob (2013) science education deals with sharing of science

content and process with individuals who are considered traditionally to be member of

scientific community, the individuals could be students, farmers, market women or whole

community.

Teaching and learning of science education starts from ancient times to the present. In ancient

Egypt which flourished from about 3000BC to about 500BC, priest in temple schools taught

not only religion but also the principles of writing the sciences, mathematics and architecture.

Similarly in India, beginning in about 1200BC Indians priest taught the principles of the

Veda, the sacred texts of Hinduism, as well as science, grammar and philosophy.

During the medieval period which lasted roughly from the 5th to the 15th century, western

society and education were heavily shaped by Christianity and, particularly the Roman

Catholic Church. In the 10th and early 11th centuries, Arabic learning had a pronounced

influence on western education from contact with Arab scholars in North Africa and Spain,

western educators learned new ways of thinking about natural science, mathematics,

medicine and philosophy.

In Nigeria, prior to 1859 no science was taught in any school, at the establishment of first

secondary school, Christian missionaries school grammar in 1859,arithmetic, geometry,

algebra and physiology were introduced into school curriculum(Omolewe1977). Between

1859 and 1929, when a number of secondary and teachers training institutions were founded,

science subjects such as astronomy, chemistry, physiology, geology and botany featured in

their curriculum. As a result of number of factors Omolewe 1977 reported that science

teaching and learning suffered in the hands of teachers and students entry performance at

external examination were very poor.

In universities, training science education has been controlled by the faculties of education

and science with the results that products do not acquire the necessary experience to enable

them match adequately with their future encounter in school (Mani 1978, Ivowi 1981,

Balogun 1983).

Teaching and learning science education is very important to the development of nation that

is why every nation must take it very serious in all institutions of learning. Many of the

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developed worlds were able to achieve so much in science and technology because of science

education. For example launching of sputnik by the Russian Government in october4, 1957

would not have been possible if not for the position they placed physics in science education

(Omosewo. E. O).

Science education comprises of three subjects namely Biology, Chemistry and Physics which

are combined with education and over the year there has been low enrollment of students in

these courses, in our institutions. Interestingly as important as these courses, are students

performance has not been encouraging in them and this is worrisome and called for

investigation (Aina Jacob 2013).

Without science education information and communication technology would be impossible.

With science education; for instance engineering, medicine, architecture e. t. c. will not be

possible if there is no one to teach the students the core subjects needed for these courses.

Biology education is very important to any growing economy like Nigeria. Many graduates

of Biology Education are self employed and employers of labour, many owned schools for

themselves were people works (Aina 2013).

2.5 Science Education Students

According to Zainab (2014) Science education students are those students from the faculty of

education of some universities in which students of the department take general education

courses, they also take courses from various Departments of science in which their teaching

subjects are based.

The basic objectives of the department of science education is to train science teachers who

are academically and professionally competent to educate students and makes them literate in

the sciences at all levels of the educational system. The science education student’s

curriculum at undergraduate level contains concepts in science education, health and social

aspects. The curriculum emphasizes mental and manual science skill values and attitude. It

aim at bridging the gap between students science knowledge and their daily conduct, thus

making science more relevant to their lives in the 21st century and to their aspiration for

further education. The purpose is to turn out dedicated and reliable science and skilled in

classroom management as well as in dealing with human beings.

Science education students who successfully complete the program have ample teaching

opportunities with the various ministries of education and other sectors.

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Science education students choose from the following subjects in their courses of study.

These are the subject’s combination

Education Biology

Education Chemistry

Education Geography

Education Mathematics

Education Physics

Education Agriculture

2.6 Teaching and Learning Problems Faces by Science Education Students.

Science education students are faced with many problems in teaching and learning science

education which include shortage of unqualified science teachers in Nigerian schools so

called science teachers are not professionally qualified; they may have the knowledge of the

subject but lack the method. Aina Jacob on his study of challenges and prospects of primary

science teaching affirmed that there are unqualified teachers in our schools; science teachers

should use different strategies as there is no single universal approach for specific class.

Many science teachers still hold to chalk and talk method which is not appropriate for science

teaching in this age (Aina Jacob 2013)

To ensure that teacher teach with a particular purpose, instructional materials have been

written in style. Owolabi 1980, Aminu 1980, Abijo 1981, Oludotun 1981 and Jegede 1982

have indicated that teachers do not completely comply with this teaching strategy because of

lack of laboratory space and equipment in schools.

Despite the effort being made to produce science teachers for the school system a recurring

factor in our system is the low number of science education graduates in universities and the

equally number of students performing well in the science subject at the ordinary level

examination. The vicious cycle of a few students qualifying for admission into universities to

do science and fewer science students graduate returning to schools to teach science to an

increased population of students has made matters worse (Owolabi 1980 and Oludotun 1981).

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Corruption is the greatest challenge to the development of education in Nigeria, corruption

leads to many problems the country is facing presently. According to (Olagunju 2011)

corruption leads to slow movement of files, extortion in high ways, ghost workers in work

places, election irregularities and man more corruption makes school administrators

mismanaged funds meant for purchasing science equipment and ask science teachers to make

sure student still pass in examinations by all means. In many universities and research

institutes research has become history because government preferred to use research money

for election or hire security for the family of the government officials than science education

research.

According to Okebukola (2006) stable political system of government is very essential to

educational development of any nation. Nigeria has not been having a stable political system

of government since her independence in 1960.Many science equipment and infrastructures

are lying in waste in our schools because of instability in political government.

Nigeria is blessed with many natural resources on which her economy rest upon, however

over dependent on petroleum has seriously affected the economy. The effect is on science

since science equipment and apparatus are inadequate in the country and the cost of

importing these materials is high because of exchange rate. According to Babatunde and

Adefabi (2011), all effort to shift focus of economy from oil industry to other economic

activities has not yield positive result because of corruption.

Science teacher’s salary and other allowances are not paid. Science equipment are not

supplied due to declining in output and slow economic growth because of labour distortions

redundancy of work force, brain drain among others Ndiyo(2013)

2.7 Summary and Uniqueness of the Study

In the light of the above review it is obvious that science education is very important to

national development, poor method of teaching and teachers attitudes to teaching, students

perceptions on science subjects, unstable political system of government, poor economy,

corruption are the major problems militating against its development in Nigeria as well as the

use of instructional materials for teaching and learning science.

An encyclopedia (2006), the science school stressed the significance and effectiveness of

substituting locally available materials in teaching as a case for teaching the science in

developing nations. The scarcity and cost of imported materials for teaching and learning

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science has remain a major hindrance to effective teaching and learning science in developing

countries. The fact that many teachers tend to wait for these imported materials instead of

improvising them for teaching was also emphasis.

The uniqueness of the study is that the reviewed literatures were base on a single science

education course, but this study was based on combination of science education courses

which are Biology, Mathematics, Chemistry and Geography.

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CHAPTER THREE

METHODOLOGY OF THE STUDY

3.1 Introduction

This chapter deal with methodology of the study consisting of research design, population of

the study, sample population, sample size, sampling technique, measuring instrument,

administration of data collection techniques, problems encountered and method of data

analysis.

3.2 Research design

The research design used for this research is survey design .Survey design is a method of

collecting information or data by asking questions, sometimes interviews are done face to

face, other times questions are given in mail or hardcopy (Field research cooperation institute

1985). The researchers do not have the necessary control to manipulate the independent

variable or randomly assign subjects to groups. Since the researchers are often concerned

with variables that are not inherently maniputable, as they are already existing in his subjects

he often has no choice other than to rely on already existing groups. Thus these studies are

mainly ex post facto. The approach used to observe is a case study.

3.3 Population of the study

The population for this study is 214 lecturers and 900 students, making a total of 1,114 target

population. The lecturers are from faculty of science and science education departments, and

the students are from science education department in Bayero University Kano.

3.4 Sample population

The sample uses for this study are the lecturers from faculty of science and science education

department and students of science education department.

3.4.1 Sample Size

The sampling technique used to determine the sample size is Krejcie and Morgan’s (1970)

table for determining sample size for research. There for the sample size is 285.

Population of the lecturers;

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Physics 34

Mathematics 30

Biological science 26

Plant biology 15

Micro biology 19

Chemistry 37

Geography 35

Science and technical education 18

Total= 214

Population of the students 900

Total population =900 +214=1114

Sample of the teachers =214/1114 ×285 =55

Sample of the students =900/1114×285=230

Total sample =285

3.4.2 Sampling technique

The sampling technique used to determine the sample is Stratified random sampling method

using strata of lecturers and strata of students and then the respondents are randomly selected.

Based on this technique the researchers selected the sample of 55 lecturers and 230 students.

3.5 Measuring instruments

The measuring instruments used to collect data for this study is questionnaire; the

questionnaire is divided into 3 sections. Section A contains personal information of the

respondent like gender, area of specialization, level of the students etc. Section B contains fill

in the blank questions and section C contains optional questions. The questionnaire entail 16

and 15 structured items of questions, which were administered for the students and lecturers

respectively, documentary analysis, books, journal and articles were also used to collect data.

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These instruments covered the factors of teaching and learning problems faces by science

education students in Bayero University Kano.

3.6 Administration of questionnaire

The questionnaires were administered in person to the respondents, minimum of 2 week time

limit was given to the lecturers and 10 days to the students was giving for responding to the

questionnaires. In addition the names of the respondents were also omitted deliberately,

because the respondents tend to express their thought and opinion more freely under closed

identity. The researchers also collected the questionnaire personally in order to avoid

misplacement through careless handling.

3.7 Problems encountered

At the process of administering the questionnaire, some respondents refuse to even glance at

the questionnaire; some respondents fail to attend to the fill in the blank section. Likewise to

and fro during collection of the questionnaire due to lack of keeping promise from the

respondents, transportation problems. Abstract nature of the questionnaire open by the

respondents among others. The questionnaire was thorn in geography department and some

lectures from faculty of science have misplaced the questionnaire administered to them.

3.8 Method of data analysis

In order to analyze the responses of both the students and lecturers, scores on the options

were arbitrarily assigned based on the following;

Agree = 3 points

Undecided =2 points

Disagree =1 point

Scoring of these items were carried out in both direction depending on the meaning attached

to each statement and in analyzing the data frequency table, simple percentage, chi-square

statistics were used.

16

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This chapter deals with the analysis of the raw data, which has been obtained from science

students and lecturers of department of science education and faculty of science by using

questionnaire approach. This was done with the view of finding out the teaching and learning

problem faces by science education students in Bayero University Kano.

Data was analyzed using frequency distribution table and simple percentage. The research

questions were analyzed one by one using the questionnaire.

Table 7 and 13 was used in recording the scores awarded to each question of the lecturers and

students questionnaire according to their responses. Therefore the points recorded for each

question which represents the lecturers or student’s responses were used in finding the

percentage of their responses as recorded.

11 questions has been set up, where by each response has its own point, therefore the highest

point is 3, and the lowest point is 1, but in finding out percentage the researchers classified

the responses in the following order

11×3=33points

Which means the highest obtainable score is 33, while on the other hand

11×1=11points

Which means the lowest obtainable score is 11. 33 point was divided into 3 equal parts by

creating 3 class intervals of 11-18, 19-26, and 27-33 with class difference of 7.

To get the percentage of the responses the following order was applied

Disagree 11-18

Undecided 19-26

Agree 27-33

17

4.2 Presentation of data

The section A of the questionnaire was design to describe the personal data of the

respondents .Section B of the questionnaire is fill in the blank format where by 4 items and 5

items are for the lecturers and students respectively. Section C consist of optional questions

which contains 11 structured items in both questionnaire.

18

4.2.1 Question By Question Presentation and Analysis of Lecturers Questionnaire (Section B)

Table 1: Lecturer’s Bio-Data Table

Dept No. of responses

Gender Area of specialization

Frequency % Working experience

Frequency %

Biology 7 Male (6)Female (1)

Bsc. MicrobiologyBsc. Botany

43

5743

0-45-910-1415-1920-2425-2930-34

1500100

1471001400

Chemistry 7 Male (6)Female (1)

Inorganic chem. Organic chem. Analytical

151

147214

0-45-910-1415-1920-2425-2930-34

2100112

2914

00141429

Mathematic

5 Male -computational Maths-Algebra-Differential equation

122

204040

0-45-910-1415-1920-2425-2930-34

0011021

00202004020

Physic 6 Male -Bsc (ed) Physics-Opto electronic-atmosphere physics-chemical physics

2121

33173317

0-45-910-1415-1920-2425-2930-34

0010221

0017033

3317

19

Table 2: Problem Faced During Teaching of Science Subjects

S/no Response Frequency Percentage

1 Inadequate teaching materials 20 36%

2 Poor background 9 16%

3 Inadequate infrastructural facilities 6 1o%

4 Poor administration 9 16%

5 Large population 8 15%

6 Non-participation of the students 5 9%

7 Inadequate practical conducted 3 5%

8 Demotivation of students 5 9%

9 Lack of staff welfare 2 4%

10 Inadequate power supply 1 2%

11 Financial problem 2 4%

12 Non proportionate students-teacher

ratio

1 2%

13 Lack of morale 3 5%

14 Poor salary 1 2%

15 Language barrier 2 4%

The table 2 above shows that majority of the respondents described inadequate teaching

material as their problem which account for 36%, intermediate response 16%which is poor

administration, and minimum response is poor salary which account for 2%.

20

Table3: Causes of the Problems of Teaching Science Subjects

S/no Responses Frequency Percentage


2 Inadequate facilities 7 13%

3 Poor Administration 11 20%

4 Government 7 13%

5 Lack of funding 7 13%

6 Unqualified teachers 3 5%

7 Students poor attitude 3 5%

8 Transportation 1 2%

9 Large population 6 11%

10 Lack of parent

intervention

1 2%

Table 3 shows the majority (11) 20% of the respondents mentioned poor administration, 11%

mentioned large population, and 2% mentioned lack of Parent intervention as part of the

problem of teaching science subjects.

Table 4: How the Problems Affect the Student


1 Poor academic

performance

17 31%

2 Psychological effect 7 13%

3 Exam malpractice 2 4%

4 Demotivation 7 13%

5 Drastic fall in

employers confidence

2 4%

Table 4 above shows the majority 17 (31%) of respondents mentioned the problems affect the

students in academic performance, while13% indicated psychological effect, and 4%

mentioned exam malpractice.

Table 5: Solution to the Problems

21


1 Adequate facilities 11 20%

2 Good administration 16 29%

3 Adequate funding 7 13%

4 Qualified teachers 5 9%

5 Hardworking

students

3 5%

6 Motivation 1 2%

7 Proportionate

student-teacher ratio

4 7%

8 Social enlightment 2 4%

The table above indicates the solution to the problems in which majority 29% of them

mentioned good administration, 11% described good background, and 2% mentioned

motivation.

4.2.2 Question by Question Analysis of Lecturers Questionnaire in Section C

Missing data= population sample – Data obtained

55 – 26 =29Table 6: Percentage of Missing Data

Category Frequency Percentage

Data obtained 26 47%

Missing data 29 53%

Total 55 100%

Table 7 Lecturers Responses on Likert-Scales Point Questions

Question Agreed Undecided Disagreed Total

22

percentag

e

Science education is a

difficult course

4 =15% 1 =4% 21 =81% 100%

The negative perception

of students toward

science education is due

to poor background

25 =96% 0 =0% 1 =4% 100%

Student reading or study

culture affect his/her

performance in science

23 =88% 2 =8% 1 =4% 100%

Community contributes

to science education

students problem

15 =50% 4 =15% 9 =35% 100%

Science curriculum is

too abstract

5 =19% 6 =23% 15 =58% 100%

Parent attitude towards

science education

contributes towards the

students problem in

science education

10 =39% 4 =15% 12 =46% 100%

Teachers in competence

is among the cause of

the students problem in

teaching science

subjects

15 =58% 4 =15% 7 =27% 100%

The teaching method is

learner centered

12 =46% 8 =31% 6 =23% 100%

Learning readiness

influence student

performance

24 =92% 1 =4% 1 =4% 100%

Inadequate learning

facilities contributes

26 =100% 0 =0% 0 =0% 100%

23

negatively towards

student performance

Students misconception

of science education

contributes to the

problem

20 =77% 1 =4% 5 =19% 100%

24

Table 8: students bio-data table

level No. of responses

Gender Area of specialization

Frequency

% Age Frequency

1. 25 Female 12Male

B.Sc (ED) BiologyB.sc (ED) chemistryB.Sc (ED) PhysicsB.sc (ED) MathematicB.Sc (ED) GeographyB.Sc (ED) P.H.EB.Sc (ED) Technology

9343330

3612161212120

1 5 - 1920-2425-2930 – 3536 – 40

138400

2. 18 Female 7Male 11


5

3

361

281717335

15 – 1920- 2425 – 2930 – 3536 – 40

313200



17109457

3319178913

15 – 1920- 2425 – 2930 – 3536 – 40

0252160



2112135818

27161761023

15-1920-2425-2930-3536-40

5293193

25

4.2.3 Question by question analysis of students questionnaire in section B

Table 9: Problem personally faced during learning science education


1 Lack of adequate

facilities

120 51%



4 Broadness of the

curriculum

24 10%

5 Poor calculation,

logical reasoning and

complexity

16 7%

6 Inadequate practical 39 17%

7 Lack of consideration 13 6%


In table 9 above 51% respondents mentioned lack of adequate facilities,17% mentioned

inadequate practical, while 6% of the respondents stated lack of government’s consideration

Table10:Problems faced by science education students


1 Inadequate facilities 210 91%




5 Language barrier 20 9%


In table 10 above 91% state inadequate facilities as the problem faced by the students,

40% unqualified teachers, 9% financial problem.

26

Table 11: Causes of the problem





4 Teachers

incompetence

42 18%

5 Lack of practical 4 2%

6 Parent influence 4 2%

7 Language barrier 1 0.4

8 Social interaction 4 2%

9 Government 56 24%

10 Student laziness 31 13%

Table 11 above shows that 24% agree that government is the cause of the

story, 13% students laziness, 0.4% language barrier.

Table 12: Ways through which the problems affect students.


1 Poor skills 68 30%

2 Poor academic

performance

90 39%

3 Social interaction 29 13%

4 Demotivation 62 27%

5 Lack of morale 13 6%

6 Unqualified teachers

are produced

10 4%

7 Psychological effect 44 19%

8 Health aspect 28 12%

9 Financially 6 3%

27

Table 12 above shows the effect of the problem as 39% state poor academic

performance, 19% psychological effect and 3% financially.

Table 13: Solution to the problems


1 Provision of adequate

facilities

106 46%

2 Proper administration 62 27%

3 Motivation 20 9%

4 Guidance and

counseling

11 5%

5 Adequate funding

from government

34 15%

6 Single department for

all program

6 3%

7 Teachers skill should

be updated

17 7%

8 Inculcate science

subjects into primary

and junior secondary

curriculum

5 2%

9 Public enlightment 9 4%

10 More practical should

be carried out

20 9%

11 Provision of qualified

teachers

43 19%

Table 13 shows solution to the problem as 46% state provision of adequate material, 19%

provision of qualified teachers, and 2% inculcate science subjects into primary and junior

secondary school curriculum.

28

4.2.4 Question by question analysis of the students questionnaire in section C.

Table 13:Students responses on likert-scales point questions

Question Agree Undecided Disagree Total percentage

Science education is a

difficult course

47 =20% 15 =7% 168 =73% 100%

The negative perception

of students towards

science education is due

to poor background

183 =80% 11 =5% 36 =15% 100%

Student reading or study

culture influence his or

her performance in

science

198 =86% 3 =1% 29 =13% 100%

Community contribute to

science education

students problem

119 =52% 46 =20% 28 =28% 100%

Science curriculum is too

abstract

117 =51% 47 =20% 66 =29% 100%

Parent attitude toward

science education

contributes toward the

students problem in

science education

121 =53% 16 =7% 93 =40% 100%

Teachers incompetence is

among the cause of the

student problem in

learning science subject

194 =84% 21 =9% 15 =7% 100%

The teaching method is

learner centered

117 =51% 43 =19% 70 =30% 100%

Learning readiness 199 =87% 19 =8% 12 =5% 100%

29

influence student

performance

Inadequate learning

facilities contribute

negatively towards

student performance

209 =91% 14 =6% 7 =3% 100%

Students misconception

of science education

contribute to the problem

203 =88% 19 =8% 8 =4% 100%

4.3 Summary of the findings

1. In view of the table 2 above the result shows that inadequate teaching materials is the

major problem in teaching science education which account for 36%.

2. In view of the table 3 above it shows that poor administration is the major cause of the

problem of teaching science education which account for the highest percent 20%.

3. Base on table 4 above it shows that poor academic performance is the major effect of

the problem which account for 31%.

4. In view of table 5 above it shows that good administration is the major solution to the

problem which carries 29%.

Science education is a difficult course: In table 7 above analysis shows that science

education is not a difficult course because 81% of the respondents disagree. While on the

other hand, students stated that science education is not a difficult course as majority disagree

with 73%.

The negative perception of the students towards science education is due to poor

background .Therefore from the above figures in table 7 and percentage stated shows that

the negative perception of students towards science education is due to poor background

which account for 96%.

Students reading or study culture influences his or her performance in science.

Therefore from table 7 above, result obtained shows that students reading culture contribute

to the problem which affect their performance in science which accord for 88% as the highest

30

percent. While on the other hand the students agree that students reading culture contribute to

the problems which affect their performance in science education with 86%.

Community contributes to science education problem. Therefore the figure in table 7

above shows that community contributes to the problems which account for 50% as the

highest response. While on the other hand the students agree that community contributes to

science education problem.

Science curriculum is too abstract. Therefore according to the teachers response science

curriculum is not too abstract as it carries the highest response of 58% disagree. While on the

other hand the students response shows that science curriculum is too abstract as it account

for 51% agree.

Base on table 9 above result shows that lack of adequate facilities is the major problem

personally faced by the students in science education which accord for 51%.

In view of table 10 above poor administrations is the major problem face by science

education students in general which account for 96%.

In table 11 above the main cause of the problem is government base on the responses which

account for the highest percentage 24%.

According to table 12 above the highest effect of the problem is poor academic performance


In view of table 12 above provisions of adequate facilities is the most suggested solution


4.4 Discussion of Results

In view of the research questions in chapter 1, the researchers found out the problems faced

by science education students in Bayero University Kano which are inadequate teaching

materials as stated by 36% of the respondents, lack of laboratory space and equipment in

schools among others. Also the causes of the problems are poor administration as mentioned

by 20% of the respondents and 96% stated poor background which include lack of

professionally qualified teachers as supported by Aina Jacob (2003). The effects of the

problems are poor academic performance which does not have relevance in literature review.

31

The solutions to the problems are good administration and provision of adequate facilities as

Olawoyi supported that corruption makes administrator mismanage fund, also according to

Okebukola (1960) many science equipments and infrastructures are lying in waste in our

schools because of instability in political government.

In view of table 7 and 13, 86% stated that students reading culture affect their performance

and 51% respondents stated that science curriculum is too abstract which is in contrary to

teachers response that science curriculum is not too abstract among others, which is not

relevance to the literature review.

32

CHAPTER FIVE

SUMMARY, CONCLUSSION AND RECOMENDATIONS

5.1 Introduction

This chapter deals with the summary, conclusion and recommendations of the study.

5.2 Summary

Chapter one(Introduction): Consist of the historical background of the study, statement of the

problem, objectives of the study, research questions, significance of the study, operational

definition of terms and scope and limitation.

Chapter two: deals with review of related literature.

Chapter three(Methodology): Consist of introduction, research design, population of the

study, sample population, sample size, sampling technique, measuring instrument,

administration of data collection technique, problems encountered and method of data

analysis

Chapter four: Deals with presentation, interpretation and analysis of data. Finally chapter five

deals with summary, conclusion and recommendations of the study.

5.3 Conclusion

In view of the findings of the study , the following conclusions were made. The teaching and

learning problem faces by science education students in Bayero University Kano mentioned

by the majority of the respondents are:

1. Inadequate facilities

2. Poor background

3. Poor administration

4. Unqualified teachers

5. Large population

6. Financial problem

33

The causes of the above problems listed by the respondents are:

1. Government

2. Students poor attitude

3. Inadequate facilities

4. Lack of parent intervention

5. Poor administration

According to the respondents, the problems affect the students through the following ways:

1. Academic performance

2. Psychological effect

3. Exam malpractice

4. All in drastic fall in employers confidence

5. Poor skill

The respondents mentioned some suggestions through which the problems can be solved are:

1. Provision of adequate facilities

2. Proper administration

3. Motivation

4. Qualified teachers

5. Social enlightenment

6. Good background

7. Adequate funding from government

5.4 Recommendations

The researchers made the following recommendations based on the following findings:

1. Provision of adequate facilities: This include provision of science laboratories in

the departments in which students do not have to go to other departments to carry

out practical as such will provide more time for reading and saves time and

energy. Also there is need for providing larger and conducive lecture halls which

will motivate students to learn and understand easily. When ICT (Information and

computer technology) are provided, it will ease students learning and provide

wide range of activities, such as further readings on internets and digitizing certain

34

diagrams and charts which will enable those at the back to see and more

interesting. Provision of library and enough library facilities will enable the

students to have interest in reading and improve their study culture.

2. Proper administration: This involves all the aspect of administering the program in

any given organization, proper administration will enhance teaching and learning

problems of science education in Bayero University Kano, where by the

administrators should plan a very good system in running students affairs.

2.1. Government intervention: Government should provide competent and

qualified teachers, given them good salary and promote their welfare and also

provide conducive atmosphere that will help in motivating the students,

provide new instructional media that will help the teachers, inculcate science

subjects into primary and junior secondary schools to promote good

background, adjust the courses to be offered and also provide single

department so that students will not have to shuttle between oldsite and new

site, or else the time table for both science and science education departments

should be taken into consideration and should be given appropriate time to

avoid clashes in lectures and examination and lastly to emphasis more on

practical than theory and provide adequate funding, and so also scholarship

should be awarded and to be thoroughly monitored to ensure the money is

released on time. Lecturers have to be qualified and competent enough, they

have to be upgrading their certificates by going on further in-service training

or education, lecturers should have to apply many strategies in lecturing by

using instructional media and more to express very well. Lecturers have to be

good in relation with their students and to emphasis more on practical works

than in other to motivate the students toward learning.

2.2. Students’ proper administration: Students should see science education as a

simple course and ready for it, be hardworking by engaging in research and to

improve their reading culture not to read for examination but for them to

understand. Students have to be respectful and kind to their lecturers and

attend lectures in time and every time.

3. Parent intervention: Parent had to interfere in their children study, parent need

to involve in their children and show them the importance of education. They have

to help them in providing the basic necessities of studies like computers,

textbooks, lecture notes and paying their tuition fees. Parents have to be checking

35

their children result and seeking advice from their lecturers and advising them

always, by given them examples on those that were being the achievement they

gained.

4. Social enlightenment: Community and society at large have to be aware of the

importance of science education through the use of media, workshops, seminars

and conferences. Also Non-Governmental Organization (NGO’s) should

contribute towards providing public awareness and adequate facilities.

36

Reference

Bello R.B (2008) the historical foundation of education in Nigeria F.C.E Kano

Tunland print and publishing coy

Daniel. T.D (1982) students counseling: A major solution to campus on rest.

Lagos, Orit EGwa Limited.

Kola, AIna J. (2013) “importance of science education to national development

and problems militating against it’s Development’s American Journal of

educational Research 1(7) page 225-229

Ndiyo,N.A (2013) A Dynamic analysis of education and economic growth in

Nigeria. The Journal of Development Areas, 4(2) page 1-16

Nargia P. (2012) Aims of Science education. www/neert.nig.in/.g/science.pdf

Olagunju O. (2011) Corruption in Nigeria: Holistic approach. Advance in Arts,

Social Science and education Research. 2(1) page 76-84

Olawuyi J.A (2011) A survey of male and female enrolment and Academic

performance. Nigeria Journal of Gender and Development 2(1) page 186-192

Okebukola P.A.O (2006) Curriculum implementation in Nigeria Strategies for

the 21st century. Journal of he institute of education Lagos state University 1

Page 1-6

Peek and Turnner (1975) Second Hand book of research on teaching Chicago

round McNolly and Company.

Yahaya M.B (1997) Students Guide to Research method Kano, Debis Co. Press

Publishing Company Limited.

37

QUESTIONNAIRE

A RESEARCH QUESTIONNAIRE FOR TEACHERS

TOPIC TITLE: Teaching and Learning Problems Faces by Science

Education Students.

(A Case Study of Bayero University, Kano)

INSTRUCTION: Please Read Each Statement Carefully and Answer the

Question as Accurately as Possible.

Choose the Correct Option and Fill in the Blank Space

Area of specialization ______________________________________

Qualification __________________________________________

Working Experience __________________Gender______________________

1. Mention any five problems you faced during teaching of science subject.

I. __________________________________________

II. __________________________________________

III. __________________________________________

IV. __________________________________________

V. __________________________________________

2. Among the problems mentioned above mention any three(3) causes of the

problems

i. ___________________________________________

ii. ___________________________________________

iii. ___________________________________________

38

3. Mention any five (5) ways through which the problems mentioned above

affect the students.

i. ___________________________________________

ii. ___________________________________________

iii. ___________________________________________

iv. ___________________________________________

v. ___________________________________________

4. Suggest any three (3) solutions to the problems of teaching science

subject.

i. ___________________________________________

ii. ___________________________________________

iii. ___________________________________________

5. Science education is a difficult course.

A. Agree B. Disagree C. Undecided

6. The negative perception of students towards science education is due to

poor background


7. Student reading or study culture influence his/her performance in science


8. Community contributes to science education student problems.

A. Agree b. Disagree C. Undecided

9. Science curriculum is too abstract


10.Parent attitude towards science education contribute towards the students

problem in science education.


11.Teachers in Competence are among the cause of the student’s problem in

teaching science subject.


39

12.The teaching method is leaner-central


13.Learning readiness influence student performance


14.Inadequate learning facilities contributes negatively toward student

performance


15.Student misconceptions of science education contribute to the problem.


40

QUESTIONNAIRE

A RESEARCH QUESTIONNAIRE FOR TEACHERS

TOPIC TITLE: Teaching and Learning Problems Faces by Science

Education Students.

(A Case Study of Bayero University, Kano)

INSTRUCTION: Please Read Each Statement Carefully and Answer the

Question as Accurately as Possible.

Choose the Correct Option and Fill in the Blank Space

Area of Specialization ____________________________________________

Level ______________ Age _________________ Gender ________________

1. Mention two problems you faced during your learning science education

subject

i. _________________________________________________________

ii. _________________________________________________________

2. Mention any five (5) problems faced by science education students

i. __________________________________________________________

ii. __________________________________________________________

iii. __________________________________________________________

iv. __________________________________________________________

v. __________________________________________________________

3. Among the problems mentioned above, mention any two (2) causes of the

problems

i. __________________________________________________________

ii. __________________________________________________________

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4. Mention any five (5) ways through which the problems mentioned above

affect the students.

i. __________________________________________________________

ii. __________________________________________________________

iii. __________________________________________________________

iv. __________________________________________________________

v. __________________________________________________________

5. Suggest atleast three (3) solution to the problems of learning science subject

i. __________________________________________________________

ii. __________________________________________________________

iii. __________________________________________________________

6. Science education as a difficult course


7. The negative perception is due to poor background


8. Student reading or study culture influence his/hr performance in science


9. Community contribute to science education students problems


10.Science curriculum is too abstract


11.Parent attitude towards science education contribute towards the students

problem in science education.


12.Teachers incompetence is among the cause of the student problem in

learning science subject


13.The teaching method is learners centered


42

14.Learning readiness influence student performance


15.Inadequate learning facilities contributes negatively towards student

performance

Agree B. Disagree C. Undecided

43

TEACHING AND LEARNING PROBLEMS FACES BY SCIENCE EDUCATION STUDENTS

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