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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.
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