CHAPTER ONE
INTRODUCTION
1.1 Background
to the study
Improving
educational performance is high on the list of nation, state and local policy
formulators or makers. This is so
because Nigerian society, like other societies in the world accord utmost importance
to education, which is recognized as the greatest investment that can bring
about economic, political and human capital development. Education can also be used to enhance the unity
of the country. Education and policy
makers both at National and state levels focus more on other aspects of
education, such as curriculum reform especially in science subjects,
accountability, teacher quality etc. Paying attention to school conditions that
affect teaching and learning. One of these
conditions is the provision of conducive teaching and learning environment
(Sulaiman, 2008).
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Bucher
(1997) sees school environment as the physical materials surrounding the school
and the surrounding influences which affect the growth, development and
existence of both the students and their teachers. These include the degree of over crowding,
the availability and the adequacy of both infrastructural facilities and
instructional materials and psychological factors such as indoor our quality,
the thermal comfort, classroom lighting, noise level, portable drinking water
and safe school environment. Adegun
(1999) stresses that the success of any educational programme and improvement
in standards depend on the effectiveness of teachers as one of school
environmental factors influencing teaching and learning of basic science in
secondary schools.
However,
for learners of basic science to bring about required knowledge through overt
learning activity, there is the need for properly equipped centres
(workshops). It is unarguably admitted
that industrial arts proper knowledge domain is psychomotor and that for
teaching and learning methods in this area to help students in school to
acquire practical mechanical spatial physical competence equipment and skill
related materials are the necessities. A
failure in this direction is evident in Nigeria institutions at all levels, as
sciences are taught without laboratories, materials and equipment for effective
learning leading to vocational and professional competences (Mohammed,
2010). If educational curriculum is to
serve any useful purpose, one major criterion it must meet is relevance. That means that educational curriculum must
identify the needs and aspirations of the society and ensure learners’ social
interaction since the needs and aspirations of any society are never
static. Folajinmin (2001) asserts that
as needs and aspirations are reconsidered and new priorities are set, the
educational curriculum as the main vehicle for the transmission of what is
available to the collective interest of the society is obvious in all areas of
human existence. It is difficult to live
successfully in life without acquiring the knowledge, skill and attitude that
basic science fosters in learners.
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1.2 Statement
of the Problem
The
impact of school environment on junior secondary school students’ academic
achievement in basic science subjects can never be over-emphasized. The knowledge of science is imparted to
learners in school environments through science education whose two main aims
are those of the production of scientifically literate society and the
development of potential scientific and technological manpower of which the
ultimate objective of science education is to promote scientific and
technological development of the nation.
The prospect to promote science and technological education is very much
related to the belief that rapid promotion of science and technological
education opportunities is fundamental to national development. Yet, the
following problems hinders the effective teaching and learning of secondary
subjects in junior secondary schools namely; poor school environment, poor
infrastructural facilities, problem of unskilled teachers, lack of laboratory
facilities where practical could be done, lack of library facilities and poor
financial resources (Suleiman, 2008).
Hence, the need to examine the impact of school environment on junior
secondary school student’s achievement in basic science.
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1.3 Purpose
of the Study
The
study was set out to examine school environment and its impact on effective
teaching and learning basic science and achievement of students in junior
secondary schools specifically this study will look into:
1. The
impact of infrastructural facilities on JSS students achievement in basic
science
2. The
qualities of teachers as one of school environmental factors
3. The
location of school as one of the impact of school environment on students
4. Impact
of conducive classroom environment on the teaching and learning of basic
science in junior secondary schools.
1.4 Research
Hypotheses
Ho1:
There is no significant relationship between the teachers effectiveness and
junior secondary school students
achievement in basic science
Ho2:
There is no significant relationship between the school location and JSS
student achievement in Basic science.
Ho3:
there is no significant relationship between the conducive classroom
environment and effective teaching and learning of basic science on the
achievement of junior secondary schools students.
Ho4:
There is no significant relationship between the availability of
infrastructural facilities and effective teaching and learning of basic science
on the achievement of junior secondary school students.
1.5 Significance
of the study
This
study will be significant in the following ways.
The
result of this study will create the awareness for government to employ
psychologist to investigate environment influences and teaching and learning
processes in order to remove immediate and remote causes of poor student’s
attainment in science subjects
1.6 Delimitation
of the Study
This
study covers the impact of school environment on junior secondary school
student’s achievement in basic science.
Due to some constraints like short time frame allocated for this study,
financial constraints and further school activities, this study is limited to
some selected junior secondary schools
1.7 Operational
Definition of Terms
SCHOOL
ENVIRONMENT: These are the physical and material surrounding in the school and
spiritual influences which affect the growth, development and existence of both
the students and the teachers.
CURRICULUM:
This is defined as the planned learning experiences offered to the
learner. It is also described as a
vehicle through which education is attained.
SCIENCE:
this is a knowledge arranged in an orderly manner, especially knowledge
obtained by observation and testing of facts.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 The Goals of Science Education in Nigeria
2.2 The Status of Secondary School Science
curriculum Content
2.3 The Improvement in Developing Science
Education in Secondary School
2.4 Teachers’ Roles towards improving effective
science teaching in junior secondary
school
2.5 School Environment and Teachers Performance
in Teaching of Science Subjects
2.6 School Environment and Students Learning
2.7 Overview of the Impact of School
Environment on Junior Secondary school students Achievement in Basic Science
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CHAPTER THREE
3.0 Research
Methodology
The
main purpose of this research study is to survey the impact of school
environment on junior secondary school achievement in Basic science. This chapter also discuss the research
techniques and methodology in conducting the research project. It will also contain information on
instrument used during the study with its administration and method data
analysis.
3.1 Research
Design
A
descriptive survey research design was used for this research study.
3.2 Population
of the Study
The
population of this study comprised all junior secondary school students 3.3 Sample
and Sampling techniques
The
research made use of simple random sampling techniques in choosing the junior
secondary school students. Twenty (20) students were selected from five (5) Junior
Secondary School. In all, one hundred
(100) respondents were randomly selected for the study.
3.4 Research
Instrument
A
self-designed questionnaire was used to collect data for the study. The questionnaire contained two sections. The
first section of the questionnaire sought information about the personal data
of the respondents e.g. age, gender. The second section of the questionnaire contained
a twenty (20) question items designed to obtain information on the impact of
school environment on junior secondary school achievement in Basic science.
3.5 Validity
of the Instrument
The
questionnaire, being a self designed one, was validated by giving it to the researcher’s
supervisor and other lecturers in the department. Their input was inculcated
led into the final draft of the questionnaire.
3.6 Reliability
of the Instrument
A
pilot study was conducted on 20 students that were not part of the study using
the split half method. The data collected was subjected to Pearson moment
correlation. A correlation value of 0.82 was obtained which indicated that the
instrument was reliable.
3.7 Administration
of the Instrument
The
researcher administered the questionnaire personally by taking it to the
respondents after obtaining permission from the school authorities. The instrument was distributed equally among
the male and female students.
Explanations were made where necessary for clarifications of the
questionnaire.
3.8 Method
of Data Analysis
The
data collected was analysed using simple percentage, frequency counts and
chi-square statistical analysis to test the research hypotheses at 0.05 significant
level.
CHAPTER FIVE
5.0 Summary,
Conclusion and Recommendation
5.1 Summary
The
research work investigated the impact of school environment on junior secondary
students’ academic achievement in basic science. Four hypotheses were formulated
and tested in the study, all of them were rejected. It was therefore derived from the stated
hypotheses that the school environment has significant impact on basic science
student academic achievement in junior secondary schools.
5.2 Conclusion
Based
on the findings from the study, it could be asserted that in recent year, the
school environment has deteriorated greatly due to neglect on the part of the
government and voluntary agencies. The
basic science teachers who are to manage school environment effectively are no
more fully dedicated to the teaching profession. Environmental factors affect teaching and
learning of Basic science and students academic attainments positively and
negatively.
If
there will be changes in the trend of performance of basic science students,
there is the need for both the students and teachers to fully explore their
environment. The best teaching and
learning resources in basic science should be learner’s environment. Science processes involve exploration of learner’s
environment. Students’ academic
achievement in basic science will be better unless learner’s environment is
fully explored (Banuso, 2006).
The
importance of school environment to the teaching and learning of basic science
is obvious from this review. The
environment is rich for materials that can be used for basic science
learning. In the light of the foregoing,
this research study is reaching a conclusion that school environment is very
important to Basic science teaching. It
is not fully utilized for teaching basic science in Nigeria and this
contributed to students’ poor performance in basic science
5.3 Recommendation
In
view of the above conclusion, the following recommendations are hereby
suggested:
1. Environmental
science should be included in science curriculum
2. Improvisation
should be introduced as a topic to be taught in all science subjects.
3. Seminars,
conferences and workshop should always be organized for science teachers on the
importance of community resources in basic science teaching
4. Students
should be mandated to always go for science excursion
5. Government
and Non-government organisation should come to the aid of schools by providing
them the infrastructural facilities needed in schools.
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