TABLE OF CONTENTS
Abstract
CHAPTER ONE
1.0 Introduction
1.1 Background of Study
1.2 Statement of Problems
1.3 Research Objectives
1.4 Research Question
1.5 Research Hypothesis
1.6 Scope of Study
1.7 Significance of study
1.8 Limitation of study
1.9 Definition of terms
CHAPTER TWO
2.0 Literature Review
CHAPTER THREE
3.0 Research methodology
3.1 Research Design
3.2 Population of study
3.3 Sampling Design and Procedure
3.4 Data Collection Instrument
3.5 Administration of Data Collection Instrument
3.6 Methods of data analysis
CHAPTER FOUR
4.0 Data Presentation and Analysis
4.1 Data Presentation
4.2 Test of Hypothesis
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Science Education in Nigeria dates back to the pre-independent days. It is the training given to individuals in order to enable them appreciates their environment and how to become useful to themselves and the society at large. According to Anegbe and Adeoye (2006) the Nigerian child is introduced to science right from the primary school. The essence is to enable the learner to develop interest in science, learn science, ?do? science and contribute effectively to the scientific and technological development of the nation. The foundation of science is presented to the learner at the basic level of education.
The name Basic level of education was introduced into the Nigerian educational system under the Universal Basic Education (UBE) program. UBE is a reformed program in Nigeria?s basic education delivery system, (from primary one to junior secondary 3) designed to reinforce the implementation of the National Policy on Education (NPE) in order to provide greater access and ensure quality learning throughout the federation as it is free and compulsory (Adomeh, Arhedo & Omoike, 2007). The structure of the UBE program is made up of three levels in the following sequence; lower basic education (primary 1-3), middle basic education (primary 4-6) and upper basic education (junior secondary school (JSS) 1-3).
Following the declaration by the Federal Government of Nigeria for the introduction of 9-year free and compulsory basic education structure which cover the primary and junior secondary school, strategies have been put in place by the Nigerian Education Research and Development Council (NERDC) to re-structure and re-align the school curricula for the 9-year basic education.
(Obioma, 2006). A total of 19 curricula have been produced to cover the Lower basic (years 1-3)middle basic (years 4-6) and upper basic or Junior Secondary School (JSS) (years 7-9).One of the core and compulsory subjects in the new curriculum is Basic Science and Technology.The subject is presented to the learner at the lower basic level as Basic Science and Technology while it is taught at the middle basic level as Basic Science. However, at the upper basic level, the subject is presented to learners as separate entities in the form of Basic Science, and Basic Technology. The aim of separating the two concepts, according to Obioma, Adeniyi, Lawal,Odumuh, Ikegulu, Nwabueze, and Chijioke (2008) is to specially emphasize and strengthen technology and entrepreneurship. However, these science concepts cannot be fully achieved without learners having adequate knowledge of Basic Science.
According to NERDC (2007), the overall objectives of the Basic Science and Technology curriculum are to enable learners to:
*Develop interest in science;
* Acquire basic knowledge and skills in science;
* Apply scientific knowledge and skills to meet societal needs;
* Take advantage of the numerous career opportunities offered by science;
* Become prepared for further studies;
The enumerated objectives, among other reasons, are supposed to prepare upper basic students for the study of science at the senior secondary school level. This could be one of the reasons why the contents of the Basic Science and Technology curriculum are sequenced in spiral form beginning with the simplest to the most complex. According to Hamza & Mohammed (2011), it was aimed at sustaining the interest of the learner. This assertion is however yet to be realized considering the fact that research reports revealed students? achievement in secondary school science to be low.
Science educators have identified some of the factors responsible for students’ low achievement and lack of interest in science. According to Dajal & Rinmark (2002) and Danjuma (2009), solutions have been proffered but the problem is yet to be solved. The issue could probably be related to the inability of the students to develop interest in the learning of basic science which is the foundation of science in Nigeria. This is because it is likely that without developing and sustaining the learners’ interest, the objectives of Basic Science might not be achieved. If that is the case, then it may be difficult to achieve the objectives of senior secondary school science whose pre-requisite is Basic Science. Developing and sustaining students’ interest in science is necessary for meaningful achievement to occur.