Status of Teaching and Learning of Science in Junior Secondary Schools

Abstract

The study investigated the status of teaching and learning of science in junior secondary schools. An embedded mixed methods design, survey design and case study design were employed. The study involved 36 basic science teachers and 377 learners for the quantitative part, and 10 teachers, five principals, two zonal education directors, and 10 learners for qualitative part. Multistage sampling was employed in this study. Questionnaires, performance tests, interviews, and observation guides were the main instruments used to collect data. The findings of the study indicated that basic science teachers did not fully understand the basic science curriculum they were expected to implement. The teachers could not design science activities for learners to learn through exploration, guide learners to practise, and evaluate learners’ learning outcomes. All the schools involved in this study have laboratories. However, these laboratories were not used for practical work except in three schools where they used the laboratory space for basic science lessons. The results further showed that the predominant teaching methods used in the teaching of basic science were question and answer, lecture, and demonstration methods. Teachers depended on the little available instructional materials in their schools to deliver their lessons. The research concluded that teaching and learning of science in the Junior Secondary Schools in Kebbi State were generally not good since many teachers seemingly neglected the basic aspects of the subject. It is recommended that basic science teachers be taken through in-service training, seminars, and workshops on assessment skills to enable them to function effectively in their role as teachers