SUBJECT PREFERENCE OF PRIMARY SCHOOL TEACHERS IMPLICATION OF SCIENCE AND TECHNOLOGY EDUCATION IN NIGERIA

SUBJECT PREFERENCE OF PRIMARY SCHOOL TEACHERS IMPLICATION OF SCIENCE AND TECHNOLOGY EDUCATION IN NIGERIA

ABSTRACT
Te
study was implemented in two phases. It begans with the measurement of science
concept/topic preference of pupils and teachers in three school for nomadic
fishing communities in Ise-Orun Local Government Area of Ekiti State of Nigeria. Two
schools for street children and two in the mainstream in Ekiti State
metropolis were also studied. The aim of this phase of the study was to obtain
data on primary science concept that the children enjoyed or disliked learning
and using in everyday life, and reasons for such preference. In turn, data on
teacher’s perception of children preferences of the topics was also sought for
the purpose of comparison with those of the pupils. The overall idea was to
describe inter-group profiles of preference of the nomads, street children and
the mainstreams and subsequently, make inter-group comparison. Thirty children
and two teachers’ were randomly selected for study from primary 4 and 5 in each
school.
The
second phase was participant observation of science classroom in the three
groups of schools, within this phase, target children in each group were
selected for in depth study using qualitative techniques. The goals of phase
two was to identify underlying current of cultural variables at work in
influencing science concept preference. The overreaching assumption was that
data sets generated from the two phase of the study would provide a firm basis
fro drawing tentative conclusion on how some of the cultural attributes of
nomadic and street chidren influence their preference for and use of science
concept. It is from this position that the implication for science teaching
could be meaningful drawn       
 TABLE OF CONTENTS
Title Page                                                                                
Certification                                                                                     
Dedication                                                                              
Acknowledgement                                                                            
Abstract                                                                                 
Table of Content                                                                    
          CHAPTER ONE
1.0     Introduction                                                                  
1.1     Aims of Science and Technology in Policy
          of Education in Nigeria                                                
1.2     History of Science                                                                  
1.3     Objective of Science Teaching                                       
1.4     Statement of the Problem                                                       
1.5     Significance of the Study                                                        
1.6     Delimitation of the Study                                                       
1.7     Limitation of the Study                                                 
1.8     Definition of Terms                                                      
          CHAPTER TWO
2.0     Review of Literature                                                     
2.1     Introduction                                                                            
2.2     Definition of Science                                                      
2.3     Teaching of Science                                                      
2.4     Factors Affecting Science Teaching                              
2.5     Study of Science Concept Preferences                                    
          CHAPTER THREE
3.0     Method and Procedure                                                  
3.1     Research Design                                                           
3.2     Population                                                                    
3.3     Validity of the Instrument                                            
3.4     Reliability of the Instrument                                         
3.5     The Instrument                                                             
3.6     Data Analysis                                                               
          CHAPTER FOUR
4.0     Results and Discussion                                                 
4.1     Background Knowledge of Teachers                             
4.2     Discussion                                                                    
5.0     Implication of Teachers Preferences among
          the School Subject                                                                 
5.1     Summary                                                                     
5.2     Conclusion                                                                   
5.3     Recommendation                                                          
          QUESTIONNAIRE                                                     
          REFERENCES                
FOR COMPLETE PROJECT CALL 07064961036
                                               
 CHAPTER ONE
1.0     INTRODUCTION
1.1     AIMS OF SCIENCE AND TECHNOLOGY IN POLICY OF
EDUCATION IN NIGERIA
In
development of Nigerian Science core-curriculum the panel (ie Science
curriculum panel) made reference to the relevant portion of the national policy
of education as it concern science education in Nigeria. According to this policy
primary education should aim at:
1.     Preparing
the individual for useful living the society.
2.     Preparing
the individual for a secondary education more specially
a.     It
should provide and increasing number of primary school pupils with the
opportunity for education of a high quality. Irrespective of sex or social
irreligious and ethic background.
b.     Diversity
its curriculum to cater for the different in talent opportunities and roles
possessed by or open to students after their primary school.
c.       Equip students to live effectively our mother
age of Science and Technology.
d.     To
race a generation of people who can think for themselves respect the view and
feelings at others, respect the dignity of labour and appreciate those value
specified under our broad Nation aims and live a good citizen.
e.      Inspire
students with desire for achievement and self improvement both at school and
later life.
Reference
was also made to that section of the policy of junior secondary school which
state that:
1.     The
government plans that secondary education shall be a six years course and shall
be given in two stages. A junior secondary stage and senior secondary school
stage being of three years duration respectively.
2.     The
secondary school will be pre-vocational and academic. It will be free as soon
as possible and teach all the basic subject which will enable pupils to acquire
further knowledge and develop skills.
3.     Students
who live school at the Junior high stage may then go to apprencitiship system
or some other scheme for out of school national training. 
Bearing
the above guideline in mine the panel then adopted objective of science as
outline NSP (Nigeria Science Project) teachers guide book, the objective are as
follows:
i.                  
Observing carefully and thoroughly.
ii.                
Reporting carefully and thoroughly.
iii.             
Organizing information acquired.
iv.             
Generalizing on the basis of acquired
information.
v.                
Predicting as a generalization
vi.             
Designing experiment (including control
where necessary) to check prediction.
vii.           
Using model to explain ephemeron where
appropriate.
viii.        
Continue the process inquire where new
data do not conform to prediction.
SCIENCE IN SCHOOL CURRICULUM
The
effort of Phelps-stroke commission in pointing out the irrelevant and
inadequacy of the school curriculum is commendation. Science is inform of
nature study and was then introduced into the school curriculum in Nigeria. It has
been noted by Omolewa (1976) and Abdullahi (1982) that many issues have
militated against the early introduction of science to Nigeria School.
This include:
a.       The believe
that the Africa reversed in science and
technology was suspect.
b.       That
Africans were biologically interview and uncapable of understanding science.
c.       The
complete absence of science text book in Nigeria schools.
d.       Lack
of uniform curriculum and the difficult of mutual comprehension between
teachers and pupils.
e.       Absence
of teachers to take the science subject.
f.       The
prohibited cost of providing laboratory and laboratory equipment.
g.       Lack
of equipment caused a low level of attention.
In
the middle of 1920s many schools supported by government aids were able to
acquire some laboratory equipment for the teaching of science. Notable among
such schools that blazed the trail of science teaching was kings college. Lagos, which had been
noted by Abdulabu (1982) as first school in Nigeria on set up a Chemistry
laboratory.
ii        The lack of teachers to teach science,
however was overcome because in 1976, many teacher training college started
offering science as part of their curriculum. These teacher were to champion
the course of science teaching in the primary schools. Many factors have
contributed towards improving the level of science teaching in Nigeria
schools. Prominent among these was the setting up of the federal school of
science which was to popularize science in Nigeria Abudulabi (1982). Also the
war of curriculum reforms in the science education spreading from the west.
          In the 1960s and through not only the
level of science but also the method of science teachers.
iii       Forming science club and making a field
trip and exhibition science club can help to increase the student interests not
only that the student can do some important work which is outside the
curriculum.
1.2     HISTORY
OF SCIENCE
          As
far back as (1878) science was introduced in Nigeria to post primary institution
which provides course up to ordinary level. It was first taught as general
science. It later broke into three core-science subject i.e. Biology, Chemistry
and Physics. Though general science to be taught it was mainly reserved for
pupils who did not intend to purse science beyond the ordinary level stage.
          In the early 60s however a new way of
thought about science in school emerge people began to discuss this new science
called biology which was then being introduced in most educational
institutions.
1.3     OBJECTIVE
OF SCIENCE TEACHING
          The
teaching of science to pupils is to enable them:
1.     To
acquire basic scientific knowledge and scientific literacy
2.     To
develop the scientific approach to problem solving.
3.     To
discover the order and complexity in nature.
4.     To
develop scientific attitudes.
5.     To
seek meaningful explanation to natural phenomenon as a means of do in a way
with superstition beliefs
6.     To
apply science to everyday life to guarantee successful living.
7.     To
develop interest in science and prepare them for science based professions.
8.     To
obtain vocational skills from the study of science.
1.4     STATEMENT
OF THE PROBLEM
          The
statement of the problem will be identify teacher’s preferences of subject in
primary school curriculum.
          In primary school some teachers like
to teach Mathematics some do not. Primary school teacher teach English subject
and it is compulsory for the teacher to teach all the subject whether they like
it or not. Therefore a subject not know by the teacher will not be affectively
taught by the teacher for instance, Mathematic being a compulsory subject the
pupils must be taught very well. A teacher who is not good in the subject will
not pass a correct information to the pupils.
          Some teachers like certain subjects
and they prefer to teach them to the pupils but in case where there is not
materials or any teaching aids to carry the information to the pupils the
subject preferred by that teacher will not be taught well.
          Time factor: A teacher who is able to
communicate the subject he or she prefer very well but to insufficient time,
the subject may not be taught as he or she wisher.
          The statement of the problem is
therefore to identify preference given to science primary school teaching
specifically the study identify.
a.       The qualification of the teachers.
b.       The position of science on the teacher
preference table.
c.       Problem affecting the preference to the
teachers.
1.5     SIGNIFICANCE
OF THE STUDY
          The
significance of this study is to analyze the subject preference of primary school
teachers. And working on the assumption that if other factor are kept content a
teacher who prefers to teach science and science related courses will have got
positive interest in science and technology.
1.6     DELIMITATION
OF THE STUDY
          The
focus of the study is to investigate the subject preferences of primary school
teacher and its implication of science and technology education in Nigeria.
1.7     LIMITATION
OF THE STUDY
          The
study cannot cover all the school in Ise-Orun Local Government Area in Ekiti
owning to constraint like:
1.       Limited time available.
2.       Limited financial resources to cover more
than the sample area.
1.8     DEFINITION
OF TERMS
SCIENCE:
Is an organized body of knowledge about the universe, the aspect that touches
our immediate existence:
TECHNOLOGY: Is
a medium through which the simple and complex theories of science are made
available for human consumption by means of mechanical contraption and
machines.
CURRICULUM: These
are specific area in education which focuses attention on the major task of
what to teach and how to teach it.
VOCATION: Is
a strong desire or feeling of fitness for a certain career, a trade or
profession.
POST PRIMARY: The
formal education received after primary education.
PREFERENCE: This
is the act of preferring something favour to one person over others, A prior
right.

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