EVALUATION OF THE ADEQUACY OF NDDC SCIENCE APPARATUS IN TEACHING AND LEARNING OF SCIENCE

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The importance of science equipment in the teaching and learning of science cannot be overemphasized as students’ learning by doing is suggested for more meaningfulness in science learning.

The Oxford Advanced Learner’s Dictionary defines science as the study of the structure and behavior of the physical and natural world or society through observation and experiment. Science is both the process and products of investigation. Thus it is essential for quality learning materials to be made available to the teachers and students in the form of flipcharts, flash cards, scientific models, kits and toys to support teaching and learning activities at school.

Teaching, according to Clark and Starr (1970:4), is an attempt to help people acquire some skills, attitude, knowledge, ideas and appreciation.

Also Clark (1995:5) sees teaching as the interaction between a teacher and student under the teacher’s responsibility in order to bring about the expected change in the student’s behavior.

While learning experiences are the inclusive activities and related opportunities created and provided to the learner for the purpose of achieving the desired change embodied in the educational objective {Nduanya 1986 pp 29-31 in Onyemerekeya 2004:26).

This means that learning takes place through the active behavior of the student; hence it is what he does that he learns. Again, Olaitan and Ali (1997:16) explained that learning experience is a function of the learner’s perception, interest and previous experiences; they asserted that it is the experiences provided as a result of the learner’s continued interaction with his environment that actually determines the extent of his learning experience.

Learning experiences are the means of instilling or changing behaviour. Through these experiences learning takes place. Learning is achieved through the process of education.

The problem of under achievement and low enrollment in sciences in Nigeria has been reported by many researchers to include teacher-related factors such as poor teaching methods (Bakare, 1986:20). According to Raimi (2002:14) despite the fact that the present science curricular recommended the teaching and acquisition of science process skills, most secondary school teachers often pay little attention to practical work.

In order to bail our students out of underachievement in science, new methods of instruction have been advocated. These include among others, problem solving technique or inquiry method.

According to Suchman (1972:27), inquiry method is a method of teaching that encourages a child to solve problems by asking questions so as to gather information. Teaching by inquiry may involve discovery in which there is creativity and student participation in a well equipped laboratory or in a well planned and produced lecture (discussion) or in a stimulating reading assignment (project work) or a simple novel situation (problem solving).

Research literatures reported that students in Nigeria do not perform well in science (Oguneye, 1985, Okpula and Onocha, 1995 and Adeoye 2000). The recognized factors through empirical researches include; lack of qualified science personnel and equipment, etc. (Abdulahi 1982:10).

Laboratory equipment is an important part of Chemistry and science in general.

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 linkage. A good example of these professions includes medicine, pharmacy, nursing, engineering, etc. thus the importance of science cannot be overemphasized.

Oxford Advanced Learner’s Dictionary defines science as the study of the structure and behavior of the physical and natural world and society through observation and experiment. National policy on Education (2004:11) defines secondary education as the education children receive after primary education and before the tertiary stage. It has the broad goals to prepare the individual for:

(a) Useful living within the society and

(b) Higher education.

Science teaching commenced at about 1859 in Nigerian secondary schools. It started with the teaching of nature study and later expanded to the three separate sciences, that is Physics, Chemistry, Biology. The three sciences share a common feature that is they cannot be effectively taught without well equipped laboratories (Omosewo 1993:116).

In teaching and learning of science, there is need to use modern and standard resources because according to Offormatu (1990:44) these enable students to improve in their performances. These resources could be human (example teachers and laboratory assistance), materials e.g. library, laboratory, teaching aids, classroom facilities (e.g. running water, constant electricity supply, etc) and appropriate chemical and reagents.

Orji (2006:149) found that library materials and science laboratory equipment are positively related to the performance of student. This fact has been asserted by Blosser (1981) that laboratory work has long been regarded as an integral and necessary aspect of learning experience in science courses. That is, science instruction/teaching is more effective when laboratory materials are available and these are well used (Pekene 2002:37). Thus, the intervention programme of NDDC on education especially in Niger Delta Region (NDR) of which Abia State is among.

The NDDC which was established to implement programme for the sustainable development of the region has been helping in the provision of physical infrastructure, furniture and science equipment such as chemistry apparatus (glassware’s and chemicals), biology apparatus (Microscopes), physics apparatus (resistors, Galvanometers), as analyzed by Ugochukwu in NDDC (2006:Vol3:2).

As cited by Onwugbufor (2012:29), that NDDC (2005:1) the commission has provided secondary schools in Abia State with science equipment for effective teaching and learning of science in secondary schools. However, there is dearth of information on the kinds of equipment provided and the impact of such equipment on teaching and learning of science.