CHAPTER ONE
INTRODUCTION
Science is the
bedrock on which modern day technological breakthrough is hinged different
authors have defined science as a systematic study of the nature or the
behavior of the material and physical universe through observation
experimentation measurement and recording. It can also be defined as a
systematic, precise, objective way to study the mutual world. Science is often
an exciting and satisfying enterprise that requires creativity, science is
rationally structured knowledge about nature, which embraces systematic methods
of positive attitudes for its acquisition, teaching, learning and application.
The major goal
of science education is to develop scientifically literate individuals that are
concerned with high competence for rational thoughts and actions. The objective
of science education in Nigeria included the need to prepare student to observe
and explore the environment, explain simple natural phenomena, develop
scientific attitudes including curiosity, critical reflection and objectivity, and
apply the skills and knowledge gained through science to sholic event problems
in the environment, development self- confidence and self-reliance though problems
soling activities in science.
In recent time,
countries all over the world, especially the developing ones like Nigeria, are
striving hard to develop technologically and scientifically, since the world is
turning scientific and all proper functioning of lives depending greatly on
science. Science is a dynamic human activity concerned with understanding the
workings of our world. This understanding helps man to know more about the
universe. Without the application of science, it would have been difficult for
man to explore their plants of the universe. Science comprises the basic
disciplines such as physics, chemistry, mathematics and Biology which are
collectively called science subjects.
Science subjects
have become a very important part of the school curriculum in Nigeria. The
three most popular branches science studied in Nigerian secondary schools are
work as the background of effective science teaching and learning. It has been
repeatedly emphasized that, scientific enterprise is an activity packed,
involving continuous exploration and verification of impacts. Science is learnt
by doing, dealing with investigation of nature. So the different school
curricular adequately provide practical activities at every stage of learning
experiences. According to Alebiosu (2013) Science is experimentation and its
teaching especially focuses on making students learn though working of hands,
brain and heart.
The national
policy on Education (2013) emphasizes the need for teaching and learning of
science processes and principles. The policy recommends practical, exploratory
and experimental methods of teaching in this regards, stated that the basic
tools that science uses in the learning of science processes and the
instructional materials studies have shown that the use of instructional
materials have improved achievement. Instructional materials are wide varieties
of equipment and materials used for teaching and learning by teachers to
stimulate self-activity on the part of the students. Teaching of science
without instructional materials may certainly result in poor academic
performance. Poor academic performance in sciences could also be attributed to
many factors such as low interest of students in sciences, inadequate
motivation from the teacher, poor incentives to science teachers, lack of
adequate supply of instructional material lack of qualified teachers, use of
teacher conferred instructional strategies, inadequate use of instructional
materials and use of abstract standardized materials. Among these factors, teacher’s use of
abstract standardized instructional strategy is considered as an important
factor in this industry. This implies that the mastering of science concepts
might not be fully achieved without the use of instructional materials that the
students are abreast with.
The teaching of
sciences without the use of instructional materials may certainly result in
poor academic achievement. Esu E. A (2014) observed that there is lack of
provision and utilization of instructional resources for effective teaching in
secondary school in Nigeria. According to Ibitoye and Pape (2017), the poor
achievement in sciences was traced to poor utilization of instructional
materials, poor state of infrastructure facilities, large class size, and poor
teaching method, use of faculty assessment practice and inadequacy of quality
teachers. According to Okebukola (2014), the poor state of laboratory equipment
and inadequate use of instructional materials have constituted a cog on the
wheel of student’s achievement in senior secondary school examination. The
authors stressed that, a professionally qualified science teacher no matter how
well trained, would be unable to put his ideas into practice of the school
setting lack provision and utilization of science teaching materials necessary
for him or her to translate his competence into reality therefore, verbal
explanation does not promote skill acquisition objectivity, and critical
thinking abilities that will enable the child to function effectively in the
society.
The report of west African
examination council (WAEC) on the senior secondary school certificate
Examination (SSCE) (2011) in students enrolment and performance in Nigeria by
subject grades, and sex revealed low enrolment of girls for science subjects as
well as low academic performance in sciences subjects and persist poor
achievement of the students in sciences at senior school certificate
examination (WAEC, chief examiners
report 2007-2010), leaves one in doubt about the effectiveness of instructional
materials and teaching methods popularly used by science teachers for the
teaching and learning processes.
Studies
have shown that, the secondary school students are exhibiting low interest in
science subject. This low interest of students has been traced to poor
achievement in examinations in our match towards scientific and technological
advancement. We need nothing short of good achievement in sciences at all
levels including secondary schools. Unfortunately achievement of students in
sciences at the end of the secondary school has not improved in the last
decade. This has link with poor achievement, poor provision and utilization of
science teaching materials in secondary school science teaching, as well as
poor funding of the schools. This poor funding of the schools has indeed the
principal’s focus providing the teachers with adequate instructional resources.
On
this note, materials are resources, which help in doing something in the
class-room, situation materials are resources or devices that are used to
facilitate teaching and learning. National teachers institute (2010) reported
that materials in the class-room can be classified into two
broad categories, those that appeal to the sense of sight which one
classified as visual resources and those which appeal to the sense of hearing,
classified as audio materials there are
also those that combine both features and the classified as Audio visual (A-V)
materials. Isola (2010) referred to instructional materials as object or
devices, which help the teacher to make a lesson much clearer to the learner.
Instructional materials are also describes as concrete or physical objects
which provide sound, visual or both to the sense organs during teaching (Agina
Obu, 2015). Therefore, science teaching materials are the equipment (laboratory
apparatus science objects and calendars that help teacher to import the knowledge
to the students.
1.2 Statement of the Problem
Given
the importance of facilities and
equipment to the success of any given science education programme, it would be
expected to ensure the provision,
availability adequate and utilization of up-to date science education
facilities, equipment and supplies. This
is one of the paramount interest in public secondary schools. The prevailing
problem in Nigeria secondary schools is that resources for teaching science education
may be declining steadily without the school administrator giving attention to
it. This unfortunate development has become a source of worry to many
stakeholders in the teaching of science education in schools,. The average
science education teacher is faced with a lot of challenges in teaching not
only because of the increased number and often poorly maintained science
education facilities, equipment and supplies in the schools. The down ward
trend in science education facilities and equipment in secondary schools have
continued unbated since the early 90s. Since then many governments, local,
state and federal properties lip service to its recitation (Ngbor 2011, Abu
2012).
Evidence
from the studies reviewed shows that facile rate in science education at senior
certificate examination is high this could be attributed to a number of
factors, one of such factors is lack or total absence of instructional
materials. In teaching and learning of science education, science instructional
material play a key role towards concretizing learning these instructional
materials learning meaningful and help to improve students’ academic
performance. However, these important of science teaching materials have not
reflected in the educational system due to the death of these materials in our
secondary schools.
Science subject are the resource
intensive and in an era of poor funding or society of resources, that may be
difficult to find some of the original materials and equipment, there is need
for alternative instructional materials called improvisation. Different studies
have shown the importance of improvising science education. Research has
indicated that in schools there are no science education teachers or there is
inadequate numbers of science education teachers or teachers that did not study
science subjects, teaches science education such arrangement may affect the
utilization of the available science education resources in the schools.
Besides non-availability, inadequacy and non-utilization of science
equipment/materials for teaching the subject may be a factor in the inability
of the few teacher in the school to sustain student’s interest, leading to poor
performance in the subject area. Also, for the learning of science subject to
be meaningful and permanent, it is necessary to maintain the use of
instructional materials. Therefore, this study intends to determine the
prevision and utilization of science teaching materials in Tarauni Local
Government Area of Kano State.
1.3 Purpose of the Study
The
purpose of the study is to acertain the provision and utilization of science
teaching materials in Tarauni Local Government Area of Kano State.
Specifically, the study seek to assess.
1. The
provision of science teaching materials in some Government Secondary School in
Tarauni Local Government Area of Kano
State
2. The
utilization of science teaching materials in Government Secondary School in
Tarauni Local Government Area of Kano State.
3. The
factors affecting the provision of science teaching materials of some school in
Tarauni Local Government Area of Kano State.
4. Factors
affecting the utilization of science teaching material in some schools in
Tarauni Local Government Area of Kano State.
5. The
effect of provision and utilization of science teaching material on academic
performance of students. Based on the problem under investigation, the
following research questions were posed to guide the study.
1.4 Research Question
1. What
is the provision of science teaching material in some secondary schools in
Tarauni Local Government Area of Kano State?
2. What
is the utilization of science teaching materials in some selected secondary
schools in Tarauni Local Government Area of Kano State?
3. What
are the factors affecting the provision of science teaching material in
secondary schools in Tarauni Local Government Area of Kano State?
4. What
are the factors affecting the utilization of science teaching material in some
secondary schools in Tarauni Local Government Area of Kano State?
5. What
are the effect of provision and utilization of science teaching materials on
students’ academic performance of some secondary schools in Tarauni Local
Government Area of Kano State?
1.5 Hypothesis
The following
null hypotheses have been formulated to guide this study and will be at 0.05
alpha level of significance.
Ho1:
There is no significant difference in the provision and utilization of science
teaching materials based on location of the school.
Ho2:
There is no significant difference in the provision and utilization of science
teaching materials based on working experience of teachers.
Ho3:
There is no significant difference in the provision and utilization of science
teaching materials based on students’ gender.
1.6 Scope of the Study
The
study is on the provision and utilization of science teaching materials in
Tarauni LGA of Kano state. The study will attempts cover all the Tarauni LGA of
Kano state, but only one school is going to be considered for the study. The
study will be conducted with SSIII students as it is the WAEC & NECO
evaluation class due to financial time, transport and other logistic
constrains. Gender, location, improvisation and the effect of provision and
utilization of science teaching materials on students’ academic performance are
the other moderating variable of the study.
1.7 Significance of the Study
This study will be useful to
class-room teachers, curriculum planners, students, researchers and parent. For
the teachers, they will be better informed on how to help and grade their
students on better way of producing improvised materials with the local
resources where standardized materials are not available or inadequate in the
school. The students may benefit because if the school provide more
instructional materials in science education, it will bring about improvement
in teaching and learning conditions in the school. The findings of the study
may also encourage science education teachers to improvise non-existent equipment
in the school. The information may also be useful to the government in deciding
areas to provide equipment to schools.
The
data from the study also provides information to the ministry of education of
Kano State in Nigeria. The information will help them to determine areas where
there are insufficient equipment or lack of resources in the school. The
ministry may advice the government to make supply to the school in those areas.
The determination of the intent of utilization of the existing science materials
(resources) in the school may be benefit to the science educational teachers,
the principles in the schools as well as post primary school management board.
To the school, science education teachers, the information may help him or her
carryout self-assessment on the job and determine whether there is need for
improvement or not. The school administrators (Principal) may benefit from the
information since it will provide information to him or her on whether these
instructional materials are being utilized as they are supposed to or not, such
information may be necessary in the school.
The
study will help to develop problem solving skill in the students and will also
help student to be more resourceful during lessons. The study could be
beneficial to curriculum planners who would design functional curriculum by
taking into the provision of science teaching materials. The finding of this
study, if discussed in workshop and seminars will guide the choice of provision
and extent utilization of science teaching materials.
The
results of the study could provide information to researchers interested in
working on the intent utilization of science teaching materials of available to
the teachers in secondary school and parents will be better in burned on how to
encourage and help their wards to produce this materials.
1.8
Definition of terms
·
Instructional materials; Teaching aids
·
Provision; Supplies of materials for
future use
·
Utilization; to Make use of available
resources
·
Improvisation; The act of producing
locally materials when the needed are not available
·
Equipment; The items needed for a
particular purpose
·
Facilities; Things needed in science
teaching
·
Equip; Supply with what is needed
·
Gender; State of being male or female
·
Location; Place where something is made
or where people lives
·
Rural; Village area
·
Urban; City area
·
Concrete; Physical object
·
Performance; The act of accomplishment
·
Science Education; the study of science
subjects including Chemistry, Physics, Biology, Mathematics etc.
CHAPTER 2
Review of related literature
2.0 Introduction
The
chapter comprises of conceptual framework, theoretical framework and empirical
study of provision and utilization of science teaching materials in Tarauni
Local Government Area of Kano State.
2.1 Conceptual framework
The
concept of instructional materials or teaching aids has gone through several
evolutionary stages, from simple aids, instructional technology and media, to
communication and educational technology. This however tells us that,
instructional materials are not just an objects or equipment, used during
teaching learning processes. But also, are those objects improvised by the
teacher to make conceptual abstraction more concrete and practical to the
learners.
Agwu
(2011), stated the instructional materials as those apparatus of teaching,
which may include textbooks, workbooks, charts, audiovisual aids, chemicals,
specimens and other relevant things, that will attract students' attention
.That should only be introduced at the appropriate time by the teacher. The
instructional materials are software and hardware that are used to make lesson
more meaningful and clearer to the learner.
It was reviewed that, teaching materials
are the devices that appeal to multi model senses, which help the learners
conceive, perceive, internalize, interpret and transfer the experiences gained
to similar or different learning situations. It is therefore, this teaching
materials could be those that appeal to the sense of hearing, known as audio
materials/equipment, those is seeing, called visual materials/equipment and
those that combine the two senses (hearing and seeing), are called audiovisual
materials.
The evidence based on the research shows
that, science instructional materials are the equipment and materials that. It
is a truism that learning is essentially a social process and teaching is only
an instrument of learning. It is therefore, becomes necessary that a teacher
should use all types of machinery in guiding the students' learning, and these
machineries is called instructional or teaching materials NERDC (2013).
However, the teaching/ learning resources are many and varied, covering a range
of objects, facilities, processes, locations and human from which teachers/
learners can obtain information, to meet their teaching / learning needs. For
the science teachers, these resources are indispensable tools in his / her
hands, for the achievement of teaching objectives. Thus, the science resources
during teaching processes include anything to which or whom a teacher or a
learner can turn for information (e.g. teachers, doctors, nurses, lecturers
etc.), reference materials (such as textbooks, magazines, thesis, books,
chalkboard/whiteboard etc.), community resources (such as farms, hospitals,
library, laboratory etc.), non-printed materials (such as pictures, drawing
etc.).
The research also revealed that, what the
science students requires is the type of education that can help learners to
discover their talents at a very early age and also encourage them to develop
and use their talent effectively. One way of doing this, is by using inquiry
teaching methods. An inquiry according to Aiken (2016), is a process of finding
out and the desire for knowledge and understanding. According to Chukwuneke
(2015), it requires pupils to find out things for themselves. This cannot be done
where there is unavailable of science teaching materials.
2.2 Provision of science teaching
materials
Materials for lesson are gathered and
prepared ahead of time, as a secondary schools learners, it cannot be expected
to sit diligently while waiting for the teacher to prepare the materials and
collect activity suppliers for lessons. Abdullahi (2012) state that
accessibility depends upon your own usage habits. He further noted that, a
society that is wealthy will establish good schools with quality teachers and
learning infrastructures. He added that when these conditions are known to the
ground, students may learn with ease, thus, bringing about good achievements.
Ajayi and Ogunyemi (2010) reiterated that, when facilities are provided in
adequate quantity, to meet relative needs of a school system, Students will not
only have access to the reference materials mentioned by the teacher, but
individual students will also learn at their own pace. The net effect of this
is increased overall academic performance of the entire students.
It was therefore opined that, teachers
alone cannot provide all the needed conditions for an effective teaching and
learning processes. There's need for the school administrators, governments,
elites, political parties and the society, to participate in the provision of
science instructional materials.
The evidence from the research shown that,
if the science materials/equipment for teaching are made available, the
students will be self-reliance and have a better achievement in school
certificate examination. For Nigeria to meet up with other developed countries
,greater emphasis should be made on the provision and utilization of science
teaching materials for practical work during science instruction . Therefore, the
students should actually be given opportunity to discover, invent and get
caught up in the rapid expansion in science and technology. This can be
achieved by allowing the students to participate in the production of science
instructional materials/equipment. Nevertheless, if the science materials are
adequately provided in the schools, students will be able to apply knowledge,
communicate effectively, analyze, and have critical thinkers, inquisitives and
imaginative. Students must be confident, motivated, creative and curiously.
These attributes have many implications on science teaching and learning
processes respectively.
On the contrary, Ahmad (2011) inadequate
facilities and equipment in teaching is the origin of failure. According to
him, a close look at the public schools in Nigeria and what goes on there,
shows that nothing good can come out of most schools as they do not have
adequate facilities and appropriate human resources, to prepare candidates for
the West African School Certificate Examination (WASCE). Similarly, Okwor
(2013), blames the failure of Curriculum Reforms in Nigeria (CRN) on the
inability of the initiators of the programme to mobilize adequate resources
(human, material and financial) to prosecute it and transform the plan into
reality. National Teachers Institute (2012), asserts that, the issue of
facilities and materials as well as equipment for use in teaching of science
education in schools and colleges, has long constituted a problem in Nigerian
schools. The number of facilities, equipment and materials for science
education has been generally inadequate. The learners themselves are resources
to a resourceful teacher. The teacher can utilize their innate skills and
ingenuity in producing certain local materials to be used as teaching aids.
2.3 Utilization of science teaching
materials.
Utilization of resources according to
Chakraborty, Islam, Chowdhury, Bari and Akhter (2011) is a complex behavioral
phenomenon. However it is always related to the availability and quality of
such materials or services as the case may be. Horny (2014) explain utilization
as to make use of available services at the individual's disposal. Obi (2016)
asserts that, from the National Policy on Education (NPE, 2014), it could be
observed that, one of the objectives of education is to make learning
permanent. According to him, the utilization of instructional materials in
teaching is a sure way of achieving this objective. When real objects or their
representatives are used in teaching, students can see, touch and interact with
these materials.
According to Olagunju and Abiona (2017),
explain that, the process of managing and organizing resources is the resource
utilization. They added that, in a schools where there is available resources,
teachers should be utilized in such a way that, things must work smoothly and
effectively. According to Offorma (2015), one of the reasons why the available
science materials are not used by teachers in schools and colleges, is the lack
of necessarily skills to operate them. He emphasized that, the usefulness of
science resources depends on what the teacher makes out of them.
Therefore, the literature revealed that,
there are science teachers who are not interested in science activities at all,
such situation has worsened the teaching and production of science education
materials. However, the modern technological age with its accompanying
explosion of knowledge, calls for teachers who are ready to keep abreast with
the constant changing, needs for the individual being taught, as well as that
of the society. Therefore, the effectiveness of utilizing appropriate science
instructional materials is not void the quality of instructor. In order to give
the quality education to the younger generation, there's need for employment of
more competent, experience and qualified science teachers. The need to identify
the suitable science teaching materials, by which the students can be made, to
comprehend the extent of the subject easily and intelligibly.
An in depth look at the secondary schools
science programmes revealed that, there is need for provision and utilization
of science instructional materials in both class rooms and laboratories. The
broad aim of any good training processes that leads to improve on-the-job
performance through affecting changes in the knowledge, attitudes, skills and
practice of the learner.
2.4 Factors affecting the use of
instructional materials
The research revealed that, there are
different factors that affects the use of science instructional materials
during teaching and learning processes. These factors include
1.
Inability to identify/locate science materials/equipment by the teacher.
2.
Inability by the teacher to develop appropriate materials from local resources.
3.
Absence of well-equipped science laboratories in some secondary schools.
4.
Lack of maintenance of some available science resources.
5.
Insufficient of science teachers.
6.
Lack of school based resource center.
7.
Inability by the teachers to use science instructional materials effectively.
8.
Lack of attending well organized workshops by some science teachers.
9.
Absence of attending well organized seminar by some the science teachers.
10.
Lack of competence, skills and creativity.
2.5 Improvisation and skills for Improvisation
Generally,
improvisation of science instructional materials is an attempt to adapt and
make use of local resources during teaching/learning process when the
conventional materials are not available, or are in short fall, or not within
the reach of the user. The improvised instructional materials could be produced
by the teachers and the learners respectively. According to Fajola (2011) state
that, improvisation can be defined as a process of using alternative resources
for enhancing science teaching in the absence or shortage of the real ones . He
further looked at improvisation from the level of creativity which involved
substitution and construction. In substitution implies the techniques whereby a
local materials are used in place of a piece of equipment/materials that is not
available, whereas construction involve making of a new instruments in place of
unavailable original ones, where substitution is not possible.
It is observed that, both substitution
and construction of improvised science instructional materials will meet the
demand for the real or original science materials with high as precision as
time ,money and other facilities as well as the factors will permit. The
research shows that, the production of alternative materials/equipment is
initiated by the teacher and done either by him or local craftsmen. Thus, the
teacher may also use the students for improvising some of the needed materials
or equipment.
Therefore, improvisation is a techniques
of originating a totally new tools, instruments, materials, device or modifying
existing ones for serving a particular purpose. It is however also insight
that, when students are involved in the production of science instructional
materials through their creative and imagination, gives new concept of things
outside the range of ordinary experience to the students and makes learning
last longer in their memory. For a student to be able to improvised, he/she
must be innovative, resourceful and creative, in both thinking and manipulative
skills (Igwe 2010).
It has been found that ,improvisation of
science instructional materials provides direct experience with reality as well
as encourage active participation and acquisition of skills, especially where
the students are allowed to manipulate the materials. According to Abolade
(2014), the attainment of effective and psychomotor domains is increased by
improvisation. When the students are are motivated by their teacher to produce
or source their own instructional materials, it greatly arouse the students'
interest to learning and development of scientific attitudes.
However, it was discovered that, the use
of improvised concrete science instructional materials enhances visual imagery,
stimulate the learning processes thereby, creating room for higher
concentration and individualized approach to concept mastery. It is viewed
that, the use of improvised science instructional materials in
teaching/learning processes enhances higher achievement as well as induces
gender parity. Similarly, it bridged the attendant achievement gap between male
and female students in sciences. It also promote learning by doing and skills
acquisition for further use and achievement of self-reliance in certificate
examinations. Self-reliance involves optimal utilization of local science
materials with well coordination of sustainable development.
It is opined that, science subjects are
the resource intensive, and in an era of poor funding or scarcity of resources,
it may be very difficult to find some of the original materials/equipment for
teaching of sciences adequately. A situation that is further compounded by the
following inflation in the country, and at many times, some of the imported
sophisticated science materials are found to be expensive and irrelevant, hence
there is need to produce materials/equipment locally.
Furthermore, examples of conventional
science instructional materials are laboratory glass ware, Bunsen burner
,tripod stand ,beaker ,conical flask ,micrometer screw gauge ,lever balance,
mass balance ,ruler ,tape ,filter funnel, scientific calendars/posters. It is
nevertheless, this conventional materials are not available or inadequate in
the schools, they can be locally made by using resources in the environment as
an alternative ones, which include, use of electric bulb for round bottom
flask, beverage tons for convex and concave mirror, juices of unripe orange as
an acid, solution of ash from wood as base, candle or stove as burner etc.
Therefore, improvisation requires a considerable knowledge and development
through imaginative planning.
Additionally, Improvisation serves as the
following purposes in the educational system; it reduces the money that spent
on the purchase of equipment ,helps in sowing the problem of lack of science
equipment/materials, gives room for the use of cheap local materials as an
alternative to the expensive foreign ones, enables teacher to link of cheaper,
better and faster methods of making teaching/learning process easier for the
students, and finally ,afford students the opportunity of becoming familiar
with equipment/materials in their environment.
2.6 Factors that influences the use
of science instructional materials
Several studies has been conducted in order to
understand the factors that influence the use of science teaching materials. It
is however summarized as follows;
1.
Presence of well-equipped science laboratories.
2.
Presence of sufficient qualified science teachers in the school.
3.
Presence of well-equipped libraries
4.
Good maintenance of available science resources.
5.
Innovation and creativity by the teacher.
6.
Presence of science improvisation skills by the teacher.
2.7 The role of science
instructional materials
It
was reviewed that, there are thousands of roles in which the science
instructional materials take part on the student's academic performance. These
roles include;
1.
It increase the student’s compression and understanding, because they provide a
summary of information presented via the text.
2.
They help to gain and maintain learner’s attention to the subject matter.
3.
Proper use of science teaching materials help students to retain more concept
permanently.
4.
Provide complete example for conceptual thinking.
5.
They motivate learners towards some goal.
6.
Provide direct experience to the students.
7.
Helps to increase the vocabulary of the learners.
8.
Help teacher to identify and obtain already existing materials that matches his
requirements.
9.
They offer a reality of experience which stimulate self-activity on the part of
the pupils.
10.
Help to reduced cramming among the students.
2.8 Theoretical framework
Piaget's Theory of Learning
Piaget's cognitive theory of learning;
refers to the stage of cognitive development. According to Piaget, children
develop knowledge by inventing or constructing reality out of experience, and
thus mix their observation with their ideas about how the world works. Piaget
observed that, people of the same age level (especially children) have similar
line of reasoning or thinking. Children may make the same type of mistakes, and
may have the same reasoning process. This indicate that, cognition develops stage
by stage. Piaget use the terms “Assimilation and Accommodation “to explain his
views.
Assimilation: This means, a process of interpreting
actions, or events in relation to one's schemas. This refers to a means of
fitting reality into one's existing structures of knowledge. The term 'schemas'
for Piaget, refers to a well-defined sequence of physical and mental action.
Accommodation:
This is the modification of existing schemas to fit reality. The organism is
capable of learning, when it can modify its schemas. As the organism continues
to accommodate, it continues to learn. Piaget believes that, cognition develops
from age to age, and from level to level. According to Piaget, the driving
force for cognitive development is equilibration. By equilibration, Piaget
means balancing assimilation and accommodation, to adapt to the demands of the
environment.
Piaget believes that, for people to learn,
they must assimilate and accommodate. Piaget opined that, at each stage of
development, people use a distinctive underlying logic, or structure of
reasoning to guide their thinking. Piaget, identified four stages of cognitive
development; sensorimotor, pre-operational, concrete operational and formal
operational, to explain cognitive development from infancy to adolescence.
However, we should be concerned with the 'formal operational stage '. This
stage occurs within the adolescence stage. At this stage, the young individual
can start to think more abstractly and cognitive of learning is also is characterized,
by ability to manipulate abstract as well as concrete objects, ideas and
events. Therefore, at this stage, young individual can use symbols for
representation purposes. For instance, the individual, if taught, could
understand that H2O is water and may abstractly understand why it
represents water. At the Adolescence stage, individuals can easily carryout
practical experiments and demonstrations.
Piaget's theory of intellectual
development, holds that cognitive development takes place from active
interaction of the child with his environment. This means that, the basis of
learning is the child's own ability as he interacts with his physical and
social environment. Piaget, is of the opinion that, a child must act on the
objects in his environment for him to learn. This means that, he should be
actively involved, not passive. The active involvement of child, may be inform
of direct manipulation, visual observation, or through mental, or internal
transportation, or change.
It is therefore, Piaget believes that,
mental activities, which involved in cognitive organization, is a process of
adaptation, which is divided into two opposing, but inseparable processes of
assimilation and accommodation. To accommodate, means to modify self, to fit
the new materials. While to assimilate, means to modify the materials, to fit
the self. The Piagetian theory, places the child, as the principal agent in
teaching/learning situation. This being the case, the teacher's job is to
provide the individual learner, with the situations that encourage
experimentation, and manipulation of objects, and symbols as well.
It was discovered that, the theory has
direct implications on the provision and utilization of science teaching
materials in secondary schools. In first place, the Piagetian theory state
that, cognitive development takes place from active interaction of the child
with his environment. This implies that, most of the science instructional
materials are student-centered, activity oriented- teaching strategy, in which
the teacher acts as a facilitator of learning, guiding the students, through a
series of activities and problems, which will enhance achievement by learners.
Secondly, Piaget's theory emphasized,
active participation of the child, which the students' produced science
instructional materials encourages. This is because when students, are allowed
to produce their own instructional materials, the students may likely to
understand the subject matter better, as they pass from the known to the unknown,
as well as in an increasing order of difficulty. Moreover, a child must master
a step before proceeding to the next one in doing so. Additionally, there are a
lot of science activities which the learner is expected to carry out by
himself, making the learner very active in the learning process.
2.9 The reviewed of the empirical study
Odo
(2015) carried out a study, on the use of instructional materials in teaching
of sciences in secondary schools in Nsukka educational zone .the research
design was survey. The population of the study consisted of all the science
teachers in Nsukka educational zone. The questionnaire instrument was used in
the study. Data gathered from the study was analyzed using mean and t- test
.The findings of the study, indicated that, most secondary schools in Nsukka
educational zone, do not have adequate science instructional materials for
teaching and learning. The findings of the study also indicated that, absence
of financial resources in the schools was a major constraints militating
against the provision and utilization of science teaching materials. The
findings of the study, also indicated the lack of resourcefulness on the part
of the teacher in terms of the utilization of science instructional materials.
Owoeye and Olatunde (2011), conducted a
study on the availability of science teaching materials as it relates to
academic performance of students , in Agricultural Science in Ekiti state
between 2010 and 2015 .The research design was the descriptive survey. The population
of the study included all candidates that took WAEC between 2010 and 2015, in
Ekiti State. The sample involved candidates, that took (WAEC) in fifty (50)
secondary schools, in both Rural and Urban wards. Instruments for data
collection was the questionnaire. Data collected were analyzed using mean and
t-test .The result of the study showed that, there were no significant
differences in the performance of the students between rural and urban
secondary schools, in terms of availability of laboratory
equipment/facilities.
According to Adeyemi and Olaleye (2010),
investigated the effect of students' involvement in the production of science
instructional materials on their academic performance in Biology. A
pre-test-posttest control Group Quasi-Experiment design was used. Intact class
of one hundred and twenty (120) students of SS2 class was used .A sample of
sixty (60) students' constituting the experimental group were taught, using
produced models, while the control group of sixty (60) students, used already
prepared pieces of bones. Data was collected using Biology Achievement Test for
Instructional Materials (BATIM), and were analyzed using ANCOVA. A significant
difference existed between students taught Biology, using produced models, and
those taught Biology using already prepared bones. The need for teachers to
ensure practical experience in the teaching of sciences, was the major
recommendation of the study. Based on the finding that, students’ involvement
in the production of science teaching materials, impacted on their academic
performance in sciences. Therefore, the presents study, assumed the usability
of the improvised science instructional materials. This study is related to
this present study, in terms of the independent variables, but differs in the
subject areas and the location of the study.
Aliyu K. (2010) linked performance of
science students to the provision of adequate science materials. While
referring to survey of 51 primary schools in Jos, Plateau state that the
students’ performance significantly better on academic tests when there is
adequate science materials. Fagbamiye (2010), attesting to why science students
performance standard fall ,observed 559 cases from 13 secondary schools in Kano
state, using age, type of school (day, boarding, mixed or single sex
school),teachers qualifications, as well as teaching experiences. His findings
revealed that, science schools which are equipped science teaching materials
had good record of achievement and attracted more students. He concluded that,
good quality of science schools in terms of facilities and younger students,
perform better in WAEC.
Ofojebe (2013), evaluated the
availability, utilization and maintenance of science facilities in secondary
schools in Anambra State .The research design adopted was the survey. The
hundred and fifty (150) respondents from the above population. The instrument
for data collection was a questionnaire. The data generated from the study was
analysed using mean and t-test. The findings of the study revealed that,
decentralization enhances the availability, adequacy and functionality of
school science Education facilities.
Agwubike and Ogbouma (2010) conducted a
studied the adequacy and functionality of fitness equipment and facilities in
selected fitness centres in Edo and Delta state of Nigeria. The research design
utilized was the survey. The population included all the fitness centres in the
two state. Sampling was done by the use of 37 fitness centres, selected through
the systematic sampling technique. The research instrument used to elicit
information was a structured questionnaire and a checklist. The result of the
study was analysed using frequency counts and percentages. Result obtained
showed that, facilities and equipment in the fitness centers studies were
glossly inadequate. The result of the study also indicated that, majority of
available equipment were either nonfunctional or obsolete
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This
chapter deals with the methods and procedures that was adopted in carrying out
the study. Specifically describes the population of the study, Area of the
study, Sample of the study, Sampling techniques, design for the study,
Instruments for data collection, validation of the instruments, reliability of
the instruments, and method of data collection and method of data analysis.
3.1 Area of the study
The
study was carried out in Tarauni Local Government Area of Kano state. And it
focuses on only secondary schools that are offering science subject from SS1 to
SS3.
3.2 Population of the study
The
population of the study comprises all the secondary schools that are offering
science subject and their corresponding teachers in the schools. There are
seven thousand eight hundred and three (7803) students and four hundred and
seventy (470) teachers and only twelve (12) schools offering sciences in
Tarauni Local Government Area of Kano State. KSSMB (2017).
3.3 Method of data collection
The
researcher collected a letter of introduction from the Head Of Department, in
the department of science and technical education of Northwest University Kano.
The letter help the research assistants to gain access to the science teachers
in each secondary schools.
The questionnaire was administered on the
respondents in each secondary schools through research assistants .The research
were trained to be able to tick and note the number of science teaching
materials available in the schools. They were also instructed on how to
distribute and latter retrieve the questionnaire from the teachers in the
schools. All the distributed questionnaire were collected back by the
researcher making one hundred percent (100%) return rate.
The checklist was constructed for the
research in order to see the available science teaching materials and notice
the problem of provision of science teaching materials in each secondary
schools by the researcher.
3.4 Method of data Analysis
The
data collected from the study were utilize to answer the research questions and
test the hypothesis. The data collected from the study were analyzed using
frequency, percentage, mean, standard deviation, t-test and ANOVA statistics,
were used to test the hypothesis at 0.05 level of significance, while
hypothesis two tested with ANOVA statistics.
3.5 Sample of the study
The
area covered for the study is twelve (12) secondary schools that are offering
sciences, the sample for the study is two hundred (200) teachers which was
drawn from the research adviser (2006).
3.6 Sampling technique
The
sampling procedure used in carrying out this research is random sampling
procedure. The random sampling procedure is described as a procedure where by a
researcher select a group of subject (sample) for the study from a larger
groups (population). This is important because each individual is chosen
entirely by chance and each member of the population has an equal chance of
being included in the sample.
The sampling procedure explained above is
inline with Nwana's rule of thumb (2012) which stated that "when the
population is in several thousand 2 to 5 percent of the population, will be
considered representative. While if the population is in few hundred 10 to 20
percent or above be used as the sample size.
3.7 Design for the study
The
descriptive survey research design was used in this study. Abdul khalek and
Alkandari (2013) asserted that, this design describe the situation of what is
being invested as they exist in their natural setting. Ugwoke (2010), Owuoye
and Olatunde (2011), had successfully used this design in similar studies. This
design considered appropriate for studying Assessing the provision and
utilization of science teaching materials in Tarauni Local Government Area of
Kano state.
3.8 Instrument for data collection
The
instruments used for data collection is the structured questionnaire and
checklist. The Questionnaire was divided into three (3) section. Section A is
concerned with the provision of science teaching materials in schools, section
B concern with the factors affecting the provision of science teaching
materials, section C is on the effect of provision and utilization of science
teaching materials on students’ academic performance.
The checklist has only one section which
consist of all the list of science teaching materials. The researcher use this
checklist to observe the present available resources and those that are absent,
and record the observation.
3.9 Validation of the instrument
The
instrument was validated by three (3) experts, one in science education and two
experts in measurement and evaluation of Yusuf Maitama Sule University Kano.
3.10 Reliability of the instrument
The
reliability of the instrument (Questionnaire) was established using the split
half method. The results of the test were correlated using Cronbach’s Alpha
statistics. Cluster A of the instrument which elicited information on
utilization of science teaching materials, had a reliability coefficient of
0.78, cluster of B elicited information on factors affecting the utilization of
science teaching materials in schools, while cluster of C was on the factors
affecting the utilization of science teaching materials in schools had a
reliability coefficient of 0.56 .
While the reliability of the other instrument
that is checklist was determined using test and retest method. The instrument
was administered on the coefficient of the two were determined using spearman's
rank order coefficient and result obtained was 0.78 .The reliability of the
instrument is the consistency of an instrument in measuring whatever it is
design to measure.
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
This
chapter present and discusses the result of the study on Assessing the
provision and utilization of science teaching materials in Tarauni Local
Government Area of Kano State. The result are organize in two parts consisting
of data answering research questions and those testing the tested null
hypotheses. Two hundred (200) copies of questionnaire were distributed in
twelve (12) secondary schools and twelve (12) checklist were recorded
successfully (one checklist per school) for the study, in Tarauni Local
Government Area of Kano State. All the distributed questionnaire were collected
back by the researcher, making one hundred percent (100%) return rate.
4.2 Presentation of data
Table 4.0
Demographic Information of Respondents
|
S/N
|
Variables
|
Items
|
FREQ.
|
PERCENTAGE
|
|
1
|
Location
|
Urban.
|
40
|
20.0%
|
|
|
|
Rural.
|
37
|
18.5%
|
|
2
|
Gender
|
Male
|
38
|
19.0%
|
|
|
|
Female
|
35
|
17.5%
|
|
3
|
Working
experience
|
0-5
|
12
|
6.0%
|
|
|
|
6-20
|
16
|
8.0%
|
|
|
|
21-35
|
22
|
11.0%
|
|
|
TOTAL
|
|
200
|
100%
|
Source:
Field Study (2018)
Table
4.1 present demographic information of the respondents. The table indicated
that, 20.0% of them are the urban people, 18.5% are the rural people, 18.9% are
Males and 17.5% are females who responded the questionnaire. On working
experience of the respondents, the data from the table established that , 5.0%
have working experience from 0-5 years , 8.0% have working experience from 6-20
years , 11.0% have working experience from 21-35 years.
4.3 Answering Research Question
4.3.1 Research Question One: What
is the provision of science teaching materials in Tarauni Local Government Area
of Kano State?
Table 4.1
Provision of science teaching materials in Tarauni Local Government Area.
|
S/N.
|
Science
teaching material
|
Minimum
No. required per school
|
No.schools
with minimum No.required
|
No.schools
without minimum number
|
No.with
less than required
|
|
1
|
Microscope.
|
3
|
5
|
4
|
3
|
|
2
|
Specimen
|
20
|
0
|
4
|
8
|
|
3
|
Indicator
|
5
|
2
|
3
|
7
|
|
4
|
Titration
set
|
10
|
2
|
3
|
7
|
|
5
|
Chemistry
poster
|
1
|
2
|
7
|
3
|
|
6
|
Physics
poster
|
1
|
0
|
0
|
0
|
|
7
|
Biology
poster
|
1
|
7
|
5
|
0
|
|
8
|
Mathematical
calendar
|
1
|
3
|
9
|
0
|
|
9
|
Electrical
instrument set
|
15
|
0
|
0
|
12
|
|
10
|
Drawing
tools set
|
5
|
7
|
5
|
0
|
|
11
|
Optical
instrument set
|
20
|
0
|
12
|
0
|
|
12
|
Counting
board set
|
3
|
0
|
0
|
0
|
|
13
|
Chemistry
laboratory
|
1
|
3
|
9
|
0
|
|
14
|
Physics
laboratory
|
1
|
3
|
9
|
0
|
|
15
|
Biology
laboratory
|
1
|
10
|
2
|
0
|
Source:
Field Study (2018)
The
data showed that, 5 schools have minimum number of microscope, four(4) schools
without minimum number required and, three(3) schools with less than required.
No school have minimum number of specimen, four (4) schools without minimum
number required, and eight (8) schools with less than required. Two (2) schools
have minimum number of indicators and titration set, three (3) schools without
minimum number required, and seven (7) schools have less than required. Two (2)
schools have minimum number of chemistry poster, seven (7) schools without
minimum number required, and three (3) schools without less than required.
Moreover, No schools have physics
poster at all. Seven (7) schools have minimum number of Biology poster, five
(5) schools without minimum number required, and no schools have less than
required. Three (3) schools have minimum number of mathematical calendar, nine
(9) schools without minimum number required, and no schools with less than
required. All the twelve (12) schools have less than required of electrical
instrument set. Seven (7) schools have minimum number of drawing tools set,
five (5) schools without minimum number required, and no schools have less than
required. No schools have counting board set at all. However, Three (3) schools
have minimum number of chemistry and physics laboratory, nine (9) schools
without minimum number required, and no schools have less than required. Ten
(10) schools have minimum number of Biology laboratory, two (2) schools without
minimum number required, and no schools have less than required.
Discussion
of Findings
The
founding shows that only biology laboratories microscope and biology posters
were available more than half and quarter of schools. However the titration
set, chemistry posters, physic posters, electrical instrument set chemistry laboratory, physics laboratory were
not provided at all and few schools have less than required of science teaching
materials in Tarauni Local Government Area of Kano State. This shows that there
is lack of provision of science teaching materials in Taruni Local Government Area
of Kano state.
4.3.2 Research Question Two: What
is the utilization of science teaching materials in Tarauni Local Government
Area of Kano State?
Table
4.2;
Utilization of science teaching materials.
|
S/N
|
Science
Teaching Materials
|
Frequently Use
F
|
%
|
Sometimes Use
F
|
%
|
Not Use at all
F
|
%
|
|
1
|
Two-dimensional
(Pictures, charts, diagrams, posters).
|
107
|
53.5%
|
25
|
12.5%
|
0
|
0.0%
|
|
2
|
Three-dimensional
(specimens, models, and games).
|
38
|
19.0%
|
52
|
26.5%
|
5
|
2.5%
|
|
3
|
Audio
materials (tape, cassette, radio, teleconferencing).
|
0
|
0.0%
|
29
|
14.5%
|
47
|
23.5%
|
|
4
|
Audiovisual
materials (television, video record, motion, pictures ).
|
0
|
0.0%
|
17
|
8.5%
|
63
|
31.5%
|
|
5
|
Electronics
(computer, email).
|
55
|
27.5%
|
50
|
25.0%
|
10
|
50.0%
|
|
6
|
Materials
& software (Slide,film strip, overhead transparency).
|
0
|
0.0%
|
27
|
13.5%
|
75
|
37.5%
|
|
|
TOTAL
|
200
|
100%
|
200
|
100%
|
200
|
100%
|
Source:
Field Study (2018)
The
data on table 1 revealed that, 53.5% of the respondents maintained that,
pictures, charts, diagrams, and posters were frequently used during teaching
sciences in their schools. 12.5% maintained that, it was sometimes use, while
0% said that, they are not use at all by the teachers. This means that two
dimensional instructional materials are utilized in the schools.
Therefore, in item 2 , three dimensional
materials shows that, 19.0% of the respondents are of the view that , they are
frequently used by the teachers, 26.0% maintained that, they are sometimes use,
while 2.5% of the respondents affirmed that , they are not used by the teachers
at all. This shows that, non-availability
of such materials in the schools as well as their non-utilization. However,
items 3 also revealed that, no respondents agree that audio materials
(cassette, radio, and teleconference) were frequently used by the teachers.
Only 14.5% agreed that, it is sometimes used, while 23.5% maintained that, it
is not used at all during teaching and learning processes. Again, none of the
respondents agreed that, audiovisual materials (television, video recording,
motion pictures, etc) in item 4, were used by the teachers. 8.5% maintained
that, they are sometimes used, while 31.5% of the respondents were of the
viewed that, they were never used in their schools.
Nevertheless, in case of electronics
(computer, email etc.) in items 5, 27.5% of the respondents agreed to have its
frequently used. 25.0% said that, it is sometimes used during teaching and
learning processes. While 5.0% said, it is not used at all. This implies that,
computers, audio-materials, audiovisual materials and materials/software are
not utilized for teaching of sciences in their secondary schools at all. It was
equally revealed from the analysis that, in item 6, none of the respondents
agreed to the frequent use of slide, film strip, and overhead transparency in
their schools. 13.5% responded sometimes use, while 37.5% responded not at all
to the use of software instructional materials.
4.3.3
Research Question Three: What are the factors affecting the
provision of science teaching materials in Tarauni Local Government Area of
Kano State?
Table
4.3.
Factors affecting the provision of science teaching materials.
|
S/N
|
Factors.
|
Yes
F
|
%
|
No.
F
|
%
|
Not
sure
F
|
%
|
|
1
|
Low
level of income allocation to the school administrators.
|
52
|
26.0%
|
0
|
0.0%
|
40
|
20.0%
|
|
2
|
Lack
of adequate space for construction of science laboratories.
|
17
|
8.5%
|
0
|
0.0%
|
100
|
50.0%
|
|
3
|
Lack
of skills for the improvisation by some teachers.
|
72
|
36.0
|
0
|
0.0%
|
0
|
0.0%
|
|
4
|
Inadequate
intervention by the government to the educational sector.
|
32
|
16.0%
|
0
|
0.0%
|
60
|
30.0%
|
|
5
|
Inattention
by the schools head and the society as whole.
|
27
|
13.5
|
0
|
0.0%
|
0
|
0.0%
|
|
|
TOTAL
|
200
|
100%
|
200
|
100%
|
200
|
100%
|
Source:
Field Study (2018)
The
table 4.3 above shows that above shows that, all the respondents (100%) agreed
that, all the items mentioned above are the factors affecting the provision of
science teaching materials. None of the respondents (0%) not agreed about the
factors. Only 20.0%, 50.0%, and 30.0% are not sure about the items 1, 2 and 4
above. This implies that, these are main factors that affect the provision of
science teaching materials in Tarauni Local Government Area of Kano State.
4.3.4 Research Question Four: What
are the factors affecting the utilization of science teaching materials in
Tarauni Local Government Area of Kano State?
Table
4.4 Factors affecting the utilization of science teaching materials.
|
S/N
|
Factors.
|
Yes
F
|
%
|
No.
F
|
%
|
Not
sure
F
|
%
|
|
1
|
Inability
to identify/locate science teaching materials by some teachers.
|
48
|
24.0%
|
0
|
0.0%
|
0
|
0.0%
|
|
2
|
Absence
of well-equipped science laboratories.
|
72
|
36.0%
|
0
|
0.0%
|
0
|
0.0%
|
|
3
|
Lack
of maintenance of some available materials.
|
17
|
8.5
|
0
|
0.0%
|
0
|
0.0%
|
|
4
|
Insufficient
of science teachers.
|
51
|
25.5%
|
0
|
0.0%
|
0
|
0.0%
|
|
5
|
Lack
of attending well organized workshop by the teachers.
|
12
|
6.0
|
0
|
0.0%
|
50
|
25.0%
|
|
|
TOTAL:
|
200
|
100%
|
200
|
100%
|
200
|
100%
|
Source:
Field Study (2018)
The
table 4.4 above shows that all the respondents 100% agreed that, all the items
mentioned above are the factors that affect the utilization of science teaching
materials. Only 25% not sure that, lack of attending the well-organized
workshop by the teachers can affect the utilization of science teaching
materials. This observed that, these are the main factors that affect the
utilization of science teaching materials in Tarauni local government area of
Kano state.
4.3.5. Research Question Five: What
are the effects of provision and utilization of science teaching materials on
students' academic performance?
Table 4.5
Effects of provision and utilization of science teaching materials on students'
academic performance.
|
S/N
|
Factors.
|
Yes
F
|
%
|
No.
F
|
%
|
Not
sure
F
|
%
|
|
1
|
Increased
the student’s comprehension and understanding.
|
34
|
17.0%
|
0
|
0.0%
|
0
|
0.0%
|
|
2
|
Increased
the vocabulary of the learners.
|
47
|
23.5%
|
0
|
0.0%
|
0
|
0.0%
|
|
3
|
Offered
reality experience to the students.
|
37
|
18.5%
|
0
|
0.0%
|
0
|
0.0%
|
|
4
|
Provided
complete example for conceptual Thinking.
|
22
|
11.0%
|
0
|
0.0%
|
0
|
0.0%
|
|
5
|
Reduced
cramming among the students.
|
60
|
30.0%
|
0
|
0.0%
|
0
|
0.0%
|
|
|
TOTAL
|
200
|
100%
|
200
|
100%
|
200
|
100%
|
Source:
Field Study (2018)
The
data above shows that, all the respondents 100% agreed that, all the above
items are the factors that affect the provision and utilization of science
teaching materials on academic performance. This implies that, these are the
basic factors that affect the provision and utilization of science teaching
materials in Tarauni Local Government Area of Kano State.
4.4.0 Testing of Hypothesis
Hypothesis 1:
there is no significant difference in the provision and utilization of science
teaching materials based on location.
Table 4.6a;
table mean of provision of science teaching materials with its corresponding
t-value between urban and rural schools.
|
Location.
|
N
|
X̄̄̄
|
SD
|
df
|
t-cal
|
t-crit
|
Decision
|
|
Urban
|
100
|
83.09
|
23.82
|
0.43
|
101
|
0.67
|
Not
significant
|
|
Rural
|
100
|
82.05
|
21.02
|
|
|
|
|
Source:
Field Study (2018)
From
the table above, Urban school has a mean of score of 83.09 and the rural
schools has a mean score of 82.05. This means that, there was no significant
difference in the mean score of urban and rural schools in the provision of
science teaching materials. (t=0.43, df =101, p=0.67).
Table 4.6b.
Table mean of utilization of science teaching materials with its corresponding
t-value between urban and rural schools.
|
Location.
|
N
|
X̄̄̄
|
SD
|
df
|
t-cal
|
t-crit
|
Decision
|
|
Urban
|
100
|
71.90
|
23.82
|
0.43
|
101
|
0.67
|
Not
significant
|
|
Rural
|
100
|
70.98
|
22.02
|
|
|
|
|
Source:
Field Study (2018)
From
the data above, urban schools has a mean score of 71.90 and the rural has a
mean score of 70.98. This shows that, there is no significant difference in the
mean score of urban and rural schools in the utilization of science teaching
materials. (t=0.43, df =101, p=0.67).
Therefore, the two table (4.6a & 4.6b)
indicated that, there's no significant difference in the provision and
utilization of science teaching materials in Tarauni Local Government Area of
Kano State.
Hypothesis 2;
There is no significant difference in the provision and utilization of science
teaching materials based on working experience.
Table 4.7a;
table mean score of provision of science teaching materials with its
corresponding t-test value based on working experience.
|
Experience
|
N
|
X̄̄̄
|
SD
|
df
|
t-cal
|
t-crit
|
Decision
|
|
1-9
Yrs
|
100
|
80.63
|
21.84
|
101
|
1.09
|
0.28
|
Not
significant
|
|
10-Above
Yrs
|
100
|
85.45
|
24.84
|
|
|
|
|
Source:
Field Study (2018)
From
the data above, the respondents with 1-9yrs experience has a mean score of 80.63,
while those with experience of 10/above years has a mean score of 85.45 .this
shows that there's no significant difference in the mean score between the two
groups in the provision of science teaching materials.
Table 4.7b;
table mean score of utilization of science teaching materials with its
corresponding t-value based on working experience (t=1.09, df=101, p=0.28).
|
Experience
|
N
|
X̄̄̄
|
SD
|
df
|
t-cal
|
t-crit
|
Decision
|
|
1-9
Yrs
|
100
|
18.08
|
3.28
|
101
|
0.91
|
0.36
|
Not
significant
|
|
10-Above
Yrs
|
100
|
17.43
|
3.88
|
|
|
|
|
Source:
Field Study (2018)
From
the data above, the respondents from 1-9yrs experience has a mean score of
18.08. While those with experience of 10/above years has mean score of 17.43.
This implies that, there's no significant difference between the two groups in
the utilization of science teaching materials (t=0.91, df =101, p=0.36).
Hypothesis 3;
There's no significant difference in the provision and utilization of science
instructional materials based on gender .
Table
4.8; the table mean score of provision and utilization science teaching
materials with its corresponding values of ANOVA based on gender .
|
Gender. SS df.
Ms.
F.
|
Females; Between groups. 5.28.
2. 2.64.
0.20
Within groups. 1305.65. 100.
13.06.
Total. 1310.93. 102.
Males; Between groups. 2525.92.
2.
1262.96. 2.61.
Within groups. 48441.92.
100. 484.42.
|
Total. 50967.85. 102.
|
Source:
Field Study (2018)
From the above table showed that,
there's significant difference in the provision and utilization of science
teaching materials among the group members (females, f=0.20 and males, f
=2.61). The above research finding revealed that, Males style of experiencing
the world around us differ with that of females. Males prefer outdoor
activities, while females like indoor activities. These different learning
styles between males and females may account to the variation in their
conceptual world.
4.5 Summary the major findings
The
findings of the study here by discussed under the following headings;
1)
Provision of science teaching materials in Tarauni Local Government Area of
Kano state.
2)
Utilization of science teaching materials in Tarauni local government area of
kano state.
3)
Factors affecting the provision of science teaching materials in Tarauni local
government area of Kano state.
4)
Factors affecting the utilization of science teaching materials in Tarauni
local government area of Kano state.
5)
Factors affecting the provision and utilization of science teaching materials
on students academic performance in Tarauni local government area of Kano
state.
4.6 Discussion of the findings
The finding in research question one (1)
showed that, science teaching materials were not provided in the schools as
required in Tarauni Local Government Area of Kano State. Shehu (2011) reported
that, there was lack of science instructional materials in secondary schools in
Nigeria. Furthermore, Humbert and chad (2010) noted that, lack of appropriate
science teaching materials during classes was the major problems of teachers in
many secondary schools.
This finding was not surprising, since
some school administrators divert money meant for purchase of science instructional
materials , but due to the lack of maintenance or insufficient of science
teachers, the materials were not exposed to the students, or even stolen by
some teachers to the market, and seems like not provided. This is in line with
the assertion made by Ugwu (2010) that some school heads showed great apathy to
the science teaching materials and its equipment. The effect of attitudes are
not healthy to the development of science teaching materials.
The finding in research question two(2)
indicated that, two dimensional instructional materials such as pictures,
charts, diagrams, and posters, are the ones that were effectively utilized by
teachers in their schools (see table 2). This finding was expected and
therefore not surprising because, these two events, are part of the event which
many schools have equipment that could be utilized during class instruction in
their schools.
The finding in research question three
(3) noted that, all the factors investigated were affecting the provision of
science teaching materials in their schools (see table 3). This finding was in
agreement with Verela (2015) reported that, different factors including
political influence were affecting the provision of science teaching materials.
The National Teachers Institute (2011) also appreciated these factors, when it
asserted that, some of the major factors affecting the provision of science
teaching materials included lack of fund, as well as poor maintenance of
existing ones in their schools. This was also included in the research
question.
The finding in research question four
(4) showed that, all the factors investigated, were the major factors that
militate against the effective utilization of science teaching materials in
their schools (see table 4). Meanwhile, this finding is in agreement with Ugwu
eze (2010) who noted that, in many schools, the lesson period were too short
and therefore, discouraged the teachers from use of some resources within the
school. According to Offorma (2011) one of the reason why many available
science materials and equipment are not utilized by the teachers in the schools
and colleges is that, lack of necessary skills to operate them by the teachers.
However, the findings of this study agreed with that of Offorma (2011).
The finding in research question five (5) revealed that, all the factors
investigated were the major factors that militate against the effects of
provision and utilization of sciences teaching materials on students’ academic
performance. This in line with different scholars and Authors in Education.
CHAPTER 5.
SUMMARY, CONCLUSION AND
RECOMMENDATIONS.
5.1 Summary of findings.
This
study was conducted to determine the provision and utilization of science
teaching materials in Tarauni Local Government Area of Kano state. The study
population comprised of twelve (12) secondary schools and four hundred (400)
science teachers, using proportionate sampling methods. Two hundred (200)
science teachers were sampled, from twelve (12) secondary schools that are
offering science lesson were used for the study. Five (5) research questions
were postulated and three (3) null hypothesis were tested.
The descriptive research design was
adopted for the study. The Checklist on Assessing the Provision of Science
Teaching Materials (CAPSTMC) and Teachers Questionnaire on Assessing the
Utilization of Science Teaching Materials (TQAUSTM) are used for data
collection. The scale was designed to measure the Assessment on provision and
utilization of science teaching materials in Tarauni local government area. The
reliability of the instrument was obtained using cronbach alpha method of
testing the reliability coefficient. The data were analyzed using frequency
table and t-test table.
5.2 Recommendations.
1)
The government should improve the equity of distribution of educational
facilities/equipment throughout the country.
2)
The ministry of education should design the subject and examination syllabuses
taking into account the science teaching materials available in the country, so
that no school is unduly disadvantaged by struggling to follow set syllabuses
that call for use of materials/equipment that are unavailable.
3)
The school heads should help when setting examination papers to give all
students an equal chance to use the science teaching materials during answering
the papers.
4)
The study recommended further increase of the government budgets allocation for
science education across the country.
5)
Also recommended that science teachers should be evenly distributed so that,
they will not be concentrated in only few schools, while others lack them.
6)
Science teachers should have regular in service courses to re-orient them on
their teaching Methodology and acquaint them with the use of new science
teaching materials and equipment, so that they sustained the interest of all
pupils.
7)
The new schools being built, should not be registered until the necessary
materials and equipment have been provided.
8)
The school head should therefore strive to maximize the use of existing
laboratories in their schools.
9)
The teachers should be sensitize alert, aware and innovative in the use of
locally available science materials in the schools and its surrounding for
visual aids.
5.3 Conclusion.
The
study concluded that, the importance of science instructional materials in the
development of learners' intellectual abilities and attainment of
teaching/learning objective cannot be overemphasized. The students taught with
science instructional materials have excellent achievement scores when compared
with those taught without any materials.
Appendix 1.
Checklist.
Research Question 1.
What
is the provision of science teaching materials in Tarauni Local Government Area
of Kano State?
Table 4.0.
What is the provision of science teaching materials in Tarauni Local Government
Area.
|
S/N.
|
Science
teaching material
|
Minimum
No. required per school
|
No.schools
with minimum No.required
|
No.schools
without minimum number
|
No.with
less than required
|
|
1
|
Microscope.
|
|
|
|
|
|
2
|
Specimen
|
|
|
|
|
|
3
|
Indicator
|
|
|
|
|
|
4
|
Titration
set
|
|
|
|
|
|
5
|
Chemistry
poster
|
|
|
|
|
|
6
|
Physics
poster
|
|
|
|
|
|
7
|
Biology
poster
|
|
|
|
|
|
8
|
Mathematical
calendar
|
|
|
|
|
|
9
|
Electrical
instrument set
|
|
|
|
|
|
10
|
Drawing
tools set
|
|
|
|
|
|
11
|
Optical
instrument set
|
|
|
|
|
|
12
|
Counting
board set
|
|
|
|
|
|
13
|
Chemistry
laboratory
|
|
|
|
|
|
14
|
Physics
laboratory
|
|
|
|
|
|
15
|
Biology
laboratory
|
|
|
|
|
Appendix 2.
Questionnaire.
Research Question one
What
is the utilization of science teaching materials in Tarauni Local Government
Area of Kano State?
Table 1;
Utilization of science teaching materials.
|
S/N
|
Science Teaching
Materials
|
Frequently Use
|
Sometimes Use
|
Not Use at all
|
|
1
|
Two-dimensional
(Pictures, charts, diagrams, posters)
|
|
|
|
|
2
|
Three-dimensional
(specimens, models, and games)
|
|
|
|
|
3
|
Audio materials
(tape, cassette, radio, teleconferencing)
|
|
|
|
|
4
|
Audiovisual materials
(television, video record, motion, pictures )
|
|
|
|
|
5
|
Electronics
(computer, email)
|
|
|
|
|
6
|
Materials &
software (Slide,film strip, overhead transparency).
|
|
|
|
Appendix 3.
LIST OF SAMPLED SCHOOLS WITH NUMBER
OF SCIENCE TEACHERS.
S/N. NAMES OF SCHOOLS. NO. SCIENCE.
SAMPLED FOR THE STUDY. TEACHERS.
1.
GGASS Saudat. 17.
2.
GGASS Taraunin Kudu. 17.
3.
GGASS Tahir.
17.
4.
GGSS Unguwa Uku .
17.
5.
GGSS Fatima Muhammad. 17.
6.
GGSS Darmanawa .
17.
7.
GSS Unguwar Gano .
17.
8.
GSS Kundila .
17.
9.
GSS Darmanawa .
17.
10.
GSS Unguwa Uku . 17.
11.
GSS Gyadi- Gyadi.
17.
12.
GSS Daurawa . 13.
TOTAL. 200.
Teachers.
Source; Field
study (2018).
Appendix 4.
LIST OF SCHOOLS FOR THE STUDY WITH
THEIR CORRESPONDING SCIENCE STUDENTS.
1.
GGASS Saudat, ss1=120, ss2=120, ss3=120.
2.
GGASS Taraunin kudu, ss1=130, ss2=95, ss3=90.
3.
GGASS Tahir, ss1=180, ss2=270, ss3=150.
4.
GGSS Unguwa uku, ss1=356, ss2=396, ss3=350.
5.
GGSS Fatima Muhammad, ss1=364,
ss2=240, ss3=330.
6.
GSS Unguwar Gano, ss1=180, ss2=171, ss3=158.
7.
GGSS Darmanawa, ss1=253, ss2=235, ss3=117.
8.
GSS Kundila, ss1=600,
ss2=300, ss3=335.
9.
GSS Darmanawa, ss1=120, ss2=116, ss3=81.
10.
GSS Unguwa Uku, ss1=262, ss2=252, ss3=271.
11.
GSS Gyadi- Gyadi, ss1=429, ss2=248, ss3=262.
12.
GSS Daurawa, ss1=102.
Source; KSSMB (2018).
Research Question 2.
What
are the factors affecting the provision of science teaching materials in
Tarauni Local Government Area of Kano State?
Table 2.
Factors affecting the provision of science teaching materials.
|
S/N
|
Factors.
|
Yes
|
No.
|
Not
sure
|
|
1
|
Low
level of income allocation to the school administrators
|
|
|
|
|
2
|
Lack
of adequate space for construction of science laboratories.
|
|
|
|
|
3
|
Lack
of skills for the improvisation by some teachers.
|
|
|
|
|
4
|
Inadequate
intervention by the government to the educational sector.
|
|
|
|
|
5
|
Inattention
by the schools head and the society as whole.
|
|
|
|
4. Research Question 3.
What
are the factors affecting the utilization of science teaching materials in
Tarauni Local Government Area of Kano State?
Table
3. Factors affecting the utilization of science teaching materials.
|
S/N
|
Factors.
|
Yes
|
No.
|
Not
sure
|
|
1
|
Inability
to identify/locate science teaching materials by some teachers.
|
|
|
|
|
2
|
Absence
of well-equipped science laboratories.
|
|
|
|
|
3
|
Lack
of maintenance of some available materials.
|
|
|
|
|
4
|
Insufficient
of science teachers.
|
|
|
|
|
5
|
Lack
of attending well organized workshop by the teachers.
|
|
|
|
Research Question 4.
What
are the effects of provision and utilization of science teaching materials on
students' academic performance?
Table 4.
Effects of provision and utilization of science teaching materials on students'
academic performance.
|
S/N
|
Factors.
|
Yes
|
No.
|
Not
sure
|
|
1
|
Increased
the student’s comprehension and understanding.
|
|
|
|
|
2
|
Increased
the vocabulary of the learners.
|
|
|
|
|
3
|
Offered
reality experience to the students.
|
|
|
|
|
4
|
Provided
complete example for conceptual Thinking.
|
|
|
|
|
5
|
Reduced
cramming among the students.
|
|
|
|
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