ABSTRACT
The study investigated the effect of availability and
utilization of instructional resources on student’s performance in science in
senior secondary schools in Sokoto State. A descriptive survey research design
was used. Forty seven (47) science teachers in seven (7) sampled schools were
selected across six (6) Educational Zones in the state. A total of three
hundred and thirteen (313) senior secondary school two (SSII) students were
selected as sample out of one thousand six hundred and twenty eight (1628)
students’. Three (3) instruments were used in collecting data which included
Laboratory Facilities/Equipment Inventory for Physics, Chemistry and Biology,
Assessment Observation Form on Utilization of Instructional Resources and
Student’s Science Performance Test. The instruments were found reliable and
valid for collecting data. Five (5) research questions were developed, of which
research questions 1 and 2 were answered using frequency count and simple
percentage. The findings revealed that there are adequate instructional
resources in senior secondary schools but the resources are inadequately
utilized by the science teachers. T-test statistical tool was used for the
analysis of three (3) hypotheses. All the null hypotheses tested were rejected
and alternative hypotheses were accepted The study revealed that there was
significant difference on the availability and utilization of instructional
resources between schools with adequate and those with inadequate instructional
resources on students performance in science. Based on the above findings, the
researcher recommended that Ministry of Education and private school
proprietors should make sure that laboratory equipment are supplied to the
schools and the quantity should be supplied according to the number of students
available in each school. It is also recommended that teachers should make the
best use of the available instructional resources.
CHAPTER
ONE
INTRODUCTION
1.1 Background
to the Study
Science
education imparts a method of inquiry and a systematic way of processing
knowledge about the physical world to the learners. For this reason, science
education provides part of the foundation for any knowledge-based effort to
improve health, nutrition, family planning, environmental, agriculture, and
industry.
Science education
has two broad purposes. The first purpose is to promote scientific literacy
among citizens on matters directly affecting their own lives and the society so
that they can make decisions based on information and understanding. This is
essential for the sustainable development of a modern, technological society.
The second purpose is to build up technological capability by equipping the
future workforce with essential science-based knowledge and skills, and by
preparing students for scientific disciplines in higher education and
science-related careers. Given the potential benefits, the provision of quality
science education to all children will have far reaching consequences on a
country's development prospect.
Practical
activities in science education are regarded as one of the necessary elements
to promote understanding of scientific principles. To accomplish this goal, the
equipment and experiment have to be carefully selected to give students the
relevant experiences that they may need. The understanding is enhanced if the
examples are coming from the daily life of the students.
Provision of
relevant equipment is a necessary, but not sufficient condition for successful
science teaching. Other factors such as pre-service and in-service teacher
training,
Science
teaching and learning requires the intensive application of resources that
would appeal to all the senses of perception to improve the effectiveness of
instruction as well as maximize learning. Ige, (2000) stated that science
teaching and learning can only be meaningful and effective if backed up by the
necessary resources to enrich instruction. Other researchers have revealed that
resources are potent tools, which could be used to effectively communicate
science, while enriching the learning experiences of the learners (Ango 2002,
& Ngoka, 2000).
School environment
has been described as an organization where resources are produced, managed and
organized in such a way that enables the students to acquire desirable learning
competencies. The process of managing and organizing resources is called
resource utilization. The utilization of resources brings about fruitful
learning since it stimulates senses as well as motivating them. Denyer (2005)
in his study on science games in the United Kingdom reported that games when
used as a resource enable less able children to stay on task and remain
motivated for longer period.
The instructional
resource brings desired improvement in teaching and learning processes by
making it effective to the maximum, for cognitive, affective and psychomotor
aspects of the learners. It also makes the classroom teaching easy, clear,
interesting and scientific. But unfortunately these resources are not available
in many secondary schools and those schools where they are available; the
teachers are not interested in proper utilization of the available resources
(Adetayo 2008). It is presumed that availability and proper utilization of
instruction resource materials improved the performance and the output of the
educational
Akpochafo (2003)
defined resources to include “man, machine, students, materials, brains and
money” which are to be planned, organized, directed, controlled and coordinated
to achieve better teaching. While Achimugu (2005) categorized instructional
resources into two categories- Human and Non human. He referred human resources
as human beings who directly or indirectly contribute to the achievement of STM
educational objectives. These include; the learner/student, laboratory
technicians/assistants and the teachers. While non human instructional
resources includes pictures, maps, charts, graphs, diagrams, chalkboard,
sketches, atlas and painting, textbooks, encyclopedias, magazines, journals,
newspapers, etc.
According to
Adedayo (2000), and Afolabi (2006) resources for teaching and learning science
are not available in most of the secondary schools in Nigeria. Nakashima (2000)
reported that, where the materials are available, selection and organization
becomes a problem.
There are
persisting problems of unqualified and inexperience science teachers and lack
of proper funding of schools and improper motivation of teachers by the
government. This may probably have contributed to the poor performance of
teachers in the discharge of their duties. It has therefore become necessary to
find out the effect of the availability and utilization of instructional
resources on secondary school students performance in science in Sokoto state.
The main goals of
science education are to develop understanding of scientific principles by
applying method of scientific inquiry, prepare students to make responsible
decision concerning science related issues and inform students about possible
science careers (Bybee, Carlson Powell & Trownbridge, 2007). To reach these
goals, different learning environment, teaching approaches and methods are
important factors to consider. In many.....
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