CHAPTER ONE
INTRODUCTION
Background to the Study
The term science has to do with the nature. It
is derived from the latin word “scientia” which means knowledge. Science is a
systematic enterprise that builds and organizes knowledge in the form of
testable explanation and predictions about the universe. It can equally be
defined as the field of study which tries to describe and understand the nature
of the universe in whole or part. According to Hyacinth (2004) in Ugwu (2014),
science in its broadest form refers to all human activities involving organized
knowledge of natural phenomena. It also refers to a system of acquiring
knowledge, here system uses observation and experimentation to describe and
explain natural phenomena. According to Oforkansi (2013), science education is
a field of study specifically concerned with two basic aims which are as
follows
@ The production of a scientifically interactive society.
@ The development of potential scientific and technological manpower.
Okon (2012), reveals
that education through study of science, produces economic benefits and
contributes to a country’s future wealth by increasing the productive capacity
of its people. Science is therefore receiving much emphasis in education
because of its significant and relevance to life and society.
A good knowledge of science is a
“sinequanon for technological advancement of any country. Today the world has
been rightly described as that of science and technology, literacy in science
is therefore, seen as a need for every man and woman. The federal government of
Nigeria spells this out in it’s national policy of education (NPE:2004) by
stating that educators should be inculcating in the child the spirit of inquiry
and creativity through exploration of nature and local environment. It goes
further to say that secondary education should equip students to live
effectively in our modern age of science and technology.
According
to Madueweisi (2013), modern science
was introduced in our schools in the early 1920 as general science which was
taught as a single subject to schools certificate level or in the lower forms.
Later the general science was diversified to include physics, chemistry and
biology. Recent research on the patterns of enrolment in science education in
Nigeria by Makide (2012) show that the rate of decrease in the past decade is
between 3-5% at a time when school enrolment is increasing by 10%. Hence, it
must be clearly noted that any nation which does not have a good scientific and
technological base normally cannot develop its natural resources and so may
become permanently impoverished.
It is
obvious that in Nigeria the development of science and technology is given the
greatest priority in the overall educational structure. The federal government
of Nigeria (2004) substantiates the point; A great proportion of education
expenditure will be devoted to science and technology and universities and
other levels of the system will be required to pay attention to the development
of scientific talent, more colleges of technology and polytechnics will be
opened and the ratio of science to liberal Art student in the universities has
been fixed at 60:40 during the plan period.
Okon
(2012) contends that it is only through science education that man can become
aware of the benefits of science and technology as a prerequisite for solving
the problem of modern life such as hunger, disease, natural and manmade
disasters. The four options offered in science education (physics, mathematics,
chemistry, biology and computer) have been said to be basic science and full
development of technology would virtually be impossible without them.
Science
education is very important to the development of any nation in many areas. A
graduate of physics education can be self employed as opined by Okon (2012).
Many of the physics graduates have some knowledge of electronics that is enough
for them to be able to have a little period of training as apprentices and then
stand alone as electronic technician. For instance, Semiconductor is very
important in the modern technology that if properly learnt it is enough for one
to stand upon for a living; semiconductor physics is part of what any graduate
in physics will learn and should learn.
Without science
education Information and Communication Technology would be impossible. Science
and technology will not be possible without science education; for instance
engineering, medicine, architecture etc will not be possible if there is no one
to teach the students the core subjects needed for these courses.
Biology education is
very important to any growing economy like Nigeria. Many graduates of biology
education are self employed and employers of labour; many owned schools for
themselves where people works and earn their living while some are in to fish
business.
There are colleges
of education where students of chemistry department are taught how to make dye
graduates of these departments can establish their own chalk business as soon
as they graduate. If supported with fund many schools do not need to buy chalk
outside anymore and they can equally produce for other schools.
On
the ground of great contribution of science education to nation’s development,
one regrets to always discover that the enrolment in science education has been
relatively low in colleges of education in Enugu state. In support of this, the
researcher obtained from the admission office of Federal college of Education
Eha-amufu the following data which show the admitted number of students between
2009-2014.
|
SESSION |
CRS |
Business Studies |
ENG/IGBO |
PHYSICS |
CHEMISTRY |
COMPUTER |
|
2009-2010 |
122 |
120 |
150 |
10 |
42 |
56 |
|
2010-2011 |
170 |
150 |
165 |
16 |
18 |
64 |
|
2011-2012 |
200 |
158 |
170 |
28 |
36 |
70 |
|
2012-2013 |
211 |
170 |
180 |
26 |
54 |
68 |
|
2013-2014 |
220 |
180 |
185 |
30 |
58 |
96 |
|
2014-2015 |
250 |
200 |
256 |
35 |
48 |
102 |
Source: Admissions
office, FCE Eha- Amufu
From
the above sample it can be observed that between 2009-2015 the enrolment in CRS
education has increased from 122 to 250 that of Business education from 120 to
200, while ENG/IGBO increased from 150-256, which signifies a great increase
and also signifies that a great number of student troop into these departments
each year. Contrary to this, from 2009-2015 the enrolment in physics education
only increased from 10-35 that of chemistry increased from 42 to 48 while that
of computer has only increased from 56-102 which shows a very slow increase on
the side of the whole departments of science combinations in the college
compared to the arts.
Gorden (2012) listed a lot of factor which
account for low enrolment in science education, most of which are students
perception of the subject matter of science which he strongly believes that it
is a common place fact that students perceive science courses as being so abstract, rigid, diverse,
calculative, and brain storming. He went further to state that students’ low
enrolment in various sciences should be traced back to secondary schools where
the foundation of science education are being laid. He emphasized that in
secondary schools we have shortage of science teachers, lack of proper supply
of laboratory facilities, the use of unsuitable method of teaching science and
low qualification of science teachers.
According
to Etesike (2006) science teachers are the key factor to be considered when
discussing the development of science education in any nation. There are
shortages of qualified science teachers in Nigerian schools. So called science
teachers are not professionally qualified. They may have the knowledge of the
subject but lack the method. More so Ugwu (2014) opines that the attitude of
many teachers to teaching is discouraging; they have been teaching for many
years without upgrading their certificate and updating their knowledge. This
affects their output and it is a problem to the development of science
education.
Science teachers
should use different strategies as there is no single universal approach for
specific class. Many science teachers still hold to chalk and talk method which
is not appropriate for science teaching in this age. This is because science
and technology has presented us with analogies, demonstration, computer shows,
use of internet which facilitates the instruction process more than the chalk
and board method. This Lack of good strategies in the teaching of science is
affecting student performance and on the long run affects student enrolment.
Oforkansi (2013) asserted
that Nigerian teachers and students have exhibited low understanding of the
nature of science. Therefore, the enrolment of science students in science
discipline is consequently low. Those who manage to enroll in science perform below
expectation in examination. This does not augur well for a developing nation
like Nigeria. This research work tries to look at the factor responsible for
low enrolment of students in science education in colleges of education in
Enugu State.
Statement
of the Problem
In
spite of the unequivocal contribution of science to any developing country, the
enrolment in various science education option in Nigeria colleges of education
has consistently been low. Thus, school certificate results in sciences education
indicate that the average performance is not too bad. In spite of the seemingly
good results in science subjects in our secondary schools, there is still a
fall in enrolment of student in various science education options. It seems the
students are not fully aware of the value of science education. This poses a
great threat to teachers’ education in Nigeria and subsequently lack of science
teachers in our secondary schools. It is obvious that if poor enrolment of
students in science is allowed to continue, it will reach a stage where no
students will enroll in science education in Nigeria colleges of education. It
is as a result of this that this research is being made.
Significance
of the Study
This
study is necessary in obtaining the useful information concerning the low
enrolment in science education. It will help to boost the production of more
science teachers to our secondary schools. The research can also be of help to
students in making suitable enrolment decision in science inclined courses. The
research will also create a guiding principle for parents and guidance
counselor in advising students on course career decision also if the
recommendations made in the research are attended to, it would help to improve
student’s enrolment in science education, thereby increasing the number of
teachers to teach in our secondary schools. Moreover, it would serve as a means
of generating further information for further research work.
Scope
of the Study
This
research is generally aimed at discovering factors responsible for poor
enrolment in science education in colleges of education in Enugu state. It is
limited to Federal College of Education Eha-Amufu and The College of education
Nsukka
Purpose
of the Study
This
research work is generally aimed at discovering the cause of low enrolment in
the science education in Colleges of education in Enugu State. Specifically,
1. To determine whether parents influence
students’ enrolment in science education
2. To
determine the perception of science education by students
3. To
determine whether the background knowledge of science at the secondary level
influence students enrolment in science
education
4. To
determine whether peer group influence affects students enrolment in science
education.
Research
Questions
In
order to guide the study, the following research questions were drawn:
1.
Does parental influence affects students’ enrolment in science education?
2.
Does students’ perceptions on science education affect students’ enrolment in
science education?
3.
Does the background knowledge of students affect students’ enrolment in science
education?
4. How
does peer group influence affect students’ enrolment in science education?
CHAPTER
TWO
LITERATURE REVIEW
The
main objectives of this chapter are to review related literature, as they
relate to the study. The review is carried out under the following headings.
i. The
concept of science
iv.
Factors which accounts for low enrolment in science education.
@ Peer group influence
@ Science Teacher’s educational qualification
@ parental factor
@ Poor method of teaching Science
@ Insufficient supply of science
equipment
@ Teachers personality / quality
@ Poor usage of the
laboratory
@ Lack of students
interest on science inclined courses
@ Gender difference
v.
Summary of review of related literature.
The
concept of Science
The concept “Science” has seen defined
by various eminent scientists. Emoven (2004) in Tabour,
(2012) defined science as a body of knowledge which is acquired through
observations and systematic experimentation. Conants (2010) in Okechi (2014)
defined science as “inter connected series of concepts and conceptual skills
that have developed as a result of experimentation and observation”. The
science man power project (2012) in Ede (2012) defined science as a “cumulative
endless series of empirical observation which result in the formulation of
concepts, law and theories being subjected to further empirical observation”.
Gbamaya (2004) in Tabour (2012) defined science as an organized and systematic
knowledge dealing with man’s understanding of the rational powers. According to Hornby (2002) science is the knowledge about the
structure and behavior of natural and physical world based on facts that can be
proved. Science is the study of natural phenomena and is distinguished from
other fields because it relies on the hypothetical, deductive and experimental
approach. Webster’s New collegiate Dictionary defined science as the knowledge
attained through study or practice, in order word it is a knowledge covering
general truths of the operation of general laws, especially as obtained and
tested through scientific method and concerned with the physical world. Ali
(2006) affirms that science is concerned with regards to developing, acquiring
and controlling knowledge, skills, capacity and attitude about natural factors
of the environment.
Factors
Responsible For Low Enrolment of Students in Science Education
Mbajiogu, (2012) listed a lot of problem which hinders the
development of science education in Nigeria which include:
@ Peer group influence
@ Science Teacher’s educational qualification
@ parental factor
@ Poor method of teaching Science
@ Insufficient supply of science
equipment
@ Teachers personality / quality
@ Poor background
knowledge of science
@ Lack of students interest
on science inclined courses
@ Gender difference
Peer
group influence
According to Ede
(2012) peer group provides and enclave in which boys and girls resist the
efforts of parents and school to socialize their own way in which they separate
themselves by sex and develop their own worlds with unique norms and values.
Okon (2012) states that peer group are compelling. It is almost impossible to
go against a peer group, whose cardinal rule seems to be “conformity to
rejection” based on these reasons the immense power of peer group stands
strong. Anyone who does not do what the group says is regarded as an “outcast”
or “non –member”. Because of the above stated rules, students choose subject
irrespective of their ability in order to belong to their peer group
Teacher’s qualification:
According to Oxford Advanced
Learner’s Dictionary, 7th edition qualification is the fact of
passing an exam, completing a course of training or reaching the standard
necessary to do a job or take part in a competition or a skill or type of
experience that you need for a particular job or activity. According
to Omolewa, (2004) in Ede (2012) academic qualification and professional
training are desirable for teachers of all subjects but particularly for
science teachers who not only have to teach these subjects effectively but also
have responsibilities, for safe conduct of practical work.
Fafunwa
(2009) in Oforkansi (2013) emphasizing on teachers qualification said that no
significant change in education can take place in any country unless its
teaching staff were well trained. Unfortunately the nation’s economy does not
allow for adequate provision of the necessary training facilities to enhance
adequate training would be science teaching. To worsen the problem, the
relatively few trained science teachers often take to other more lucrative jobs
due to lack of motivation. The withdrawal or total absence of incentives for
them in the science teaching job, irregular payment of salaries, poor working
environment all related to depressed economy have contributed towards this.
Ofokansi (2013) states that, a teacher is a matured or experienced
person who impart information, knowledge values, skills, norms, (standard
behavior) mores (moral values) attitude, language and so on to immature or less
experienced person through the process that is morally and pedagogically
acceptable. Educational qualifications are those certificate or course of study
that one passed their exam. Successfully, that enables one to become teacher or
to teach which are either with Grade II teacher, NCE, B.Ed, PGDE, PhD in
Education.
Low enrolment of students in science education can be traced back to
the qualification of this teacher who lay down the foundation of science in
secondary schools. This is traceable to the defective teaching of the subject
in secondary schools. The fact that some students see chemistry, physics and
biology as a subject that discourages them from studying science at the senior
secondary level is no longer news and all these are as a result of low
qualifications of teachers, like teachers with grade 2 certificate, GCE
advanced certificate, NCE and OND.
Lado (2002) in Ede
(2012) observed that there are great variation among science teachers with
regard to their qualifications and the time they may devote to the teaching of
biology. Many among these science teachers who teach sciences in secondary
school are more of NCE holders which would have been better if they possess
higher degrees. This unqualified teaches are lift to teach the subject with the
survey little knowledge they have about it. Consequently, some wrong information
and pronunciation is thought or transmitted to the student which adversely
affects their performance in biology and future career.
Obviously, one foresees
the adverse effect of unqualified teachers handling sciences in senior
secondary schools.
Oforkansi (2013),
complained that the professional qualification of those who impart the
knowledge of science is far from standard. He urged professional Association to
take responsibilities to setting standards for prospective and practicing
teachers for all levels and determination of who will become a member the
teaching profession. He further advised the professional to do away with
misfits who view their profession practices as a stumbling block. Emphasizing
on why they should be eliminated from the teaching profession, he maintained
that those people lack dedication, respect for the values and objectives
pedagogy and hence constitute a dog in the channeling of ideas for authentic
professional development.
Parental
Factor
Super (200) in Njoku (2012) describe
the family as a “social, psychological and economic entity” it is a social
entity because it contains a group of people who function together as a unit.
It is a psychological entity because each one of its members has needs,
feelings and attitudes which are of importance to themselves and to the family,
and it is an economic entity because each one of its members has needs,
feelings and attitudes which are of importance to themselves and to the family,
and it is an economic entity because, it provides a wide range of service. Parents play vital roles in the choice of
career amongst their children. Olayinka (2005) in Ede (2013) Stresses that
parent sometimes censoriously set up standard worthy of emulation for their
children and this motivated them to be achievement oriented Roe (2004) in
Okechi (2014) States that the choice of career among students is partly
influenced by the behaviors of their parent towards the particular child and
the condition of the home environment. Mbajiogu,
2012) opines
that parents who could not make it into other professional courses usually
prefer their children to study other professional courses rather science
education. Although prior researches shed light on the relationship between
parental involvement and college opportunity research on the contribution of
parental involvement to college opportunity is limited in several ways. First,
with only a few exceptions, quantitative research typically operationalizes
parental involvement using a narrow set of indicators that focus on quantity
rather than quality of different types of involvement. Fakunde (1999) in Ede (2012) opines that the most
important predictor of enrolment in education is socio-economic status (SES)
and that the higher the socio-economic status (SES) of the students’ family the
higher his enrolment decision is embraced. Adegbayo (2009) in Ede (2012)
speaking on his research report stated that students with high socio-economic
status (SES) are proven to enroll more in science and other science related
course than those with low SES. Thus, parents are key factor influencing
students’ enrolment in chemistry education.
Poor Method of Teaching Science
Teaching according to
Okonkwo (2005) as cited in Ofokansi (2013) is a deliberate effort by a mature
or experienced person to impart information, knowledge, values skills, norms
(standard behaviour) more (moral values) attitude, language and so on to an
immature or less experienced person through the process that is morally and
pedagogically acceptable. According to Oforkansi (2013), method is a way in
which you organize and present learning materials to pupils/student. Method of
teaching has a great role to play in teaching learning process and it
contribute a lot for effective teaching and learning.
Teaching methods
therefore can be defined as the method in which a teacher delivers his/her
subject matter to students, based on pre-determined instructional objectives in
order to promote learning in the students.
Mbajiogu, (2012). states that pedagogy is a different way by which a
teacher can teach. Teaching method, therefore is generally refers to strategies
of instruction or style of instruction. The way it is thought is important, is
helping in students acquire basic scientific knowledge, skills and attitude to
solving different problem in life. Biology being a science subject, therefore
involve the teacher using method that will give the students opportunity to be
actively involved. It is a well known fact that no skilled teacher used just
one method of teaching.
Njoku (2010) pointed out that good teachers follow no one methods, instead,
he/she uses whatever method and materials that seem to be best for the
particular combination of individual situation.
The two basic types of
instructional methodology are the teacher – centered and student centered.
Teacher-centered instructional approaches are traditional and didactic students
acquire knowledge by listening to the teacher by reading a textbook or both. In
such an approach, the student is a passive recipient of information.
In secondary schools, most common teaching method is lecturing and
reading textbook and when it comes to interaction, teachers only ask closed
questions like yes or no to check whether the students have memorized the
textbook information.
Lecture method:
In using this method, the teacher reads out his already prepared lesson not,
may or may not explain some technical terms in the note. He basically will not
give the students insights to what is referring to but gives them write-ups or
hands out to read – up. Since the method involves more talking than doing, the
average students that learn under this method is unable to express himself
adequately.
In using any of the
above methods the teacher should bear in mind that science full of sensational
terminologies particularly in biology as cited by Njoku (2010) stated that a teacher in training may be fascinated by these
terms for personal pronunciation. The best teacher is not the one who
pronounces all the technical scientific terminologies but one who can explain
the meaning for student to apply them to their daily scientific practice.
Teachers assisting learners to learn is the ultimate goal of any instructional
activity in education. In fostering learning in the classroom, according to
Oforkansi (2013) opines that teacher bring the learner in close contact with
the curriculum contents using appropriate methods and materials. Methods play
vital role in ensuring effective, interesting and stimulating learning. In the
same vein, teaching method may hinder learning. There are many methods and
techniques of teaching as there are different views of the nature of science.
A teachers approach to teaching will therefore generally reflect his
view of the subject or how he was thought himself (Stan, 1988), however for
good results, the teacher can begin by avoiding two mistakes. The first is to
assume that a model of teaching is a fixed unadaptive formular for teaching that should be employed
rigidly for best results. Second is to assume to the characteristics of all his
learners. Both mistakes usually lead into undesirable results, learners
characteristics a destructive collision in inevitable Ede (2013)
Further more, the
quality of teachers and the method teachers used in teaching play important
role towards effective teaching and learning (Oforkansi :2012). Okon (2012) in
his own contribution inferred that a good science teacher should see scientific
method as a necessary condition in the
resolution of scientific problems
emphasizing that appropriate methods, such as a discovery/inquiry activity,
demonstration and project, if judiciously employed by the teacher will lead to
the acquisition of those skill which are the bedrock of scientific method.
Performances in biology
at secondary schools level remain poor and one reason is that the teaching
approach adopted by teachers which teacher – centered approach is being
pre-dominant.
Inadequate Supply of Science Equipment
Evidence from
available literature so far reviewed are all pointing to the fact that facilities
for science education are in very short supply, writing on this, Okon (2012)
said we look around we shall discover that there not enough text books on most
science subjects including mathematics. Mbakwe (2010) in Njoku (2010) blamed this
situation on educational planners who because of what is called the ray nature
of their training and orientation could not see why the running of science
education should cost more than those of other disciplines. He ascribed another
reason to this short fall. The provision of facilities could not keep pace with
the astronomical rise of students populations. Ede (2013) ascribed the
inadequacy of laboratory facilities to four reasons: Lack of funds, teacher’s
inability to improvise apparatus, careless attitude of students to laboratory
facilities which they termed “government property” and the tendency to use
laboratories as classrooms. He also identified the factors limiting the
practical work. Lack of laboratory assistants topped the list. Others include
large practical classes, and teacher’s preference for verbal instructions and
black beard notes.
This
is to say that the facilities necessary for effective teaching of science and
science related subjects are not adequately available in most Nigeria schools
due to the state of the economy of the nation. This has resulted to loss of
interest in science with more students subscribing the art. Highlighting this,
Awokoya (2014) in Ofokansi (2013)
stated that “if the apparent problem of science education in the
country as lack of funds, the apparent effect of the problem is the poor
performance in academic achievement of students in examination”. Science laboratory is a place where theoretical knowledge of Science is
being synthesized into visible facts. It is a place where scientific
investigation is carried out. Science equipments are those facilities used in
teaching and carrying out experiment in laboratory.
In a standard
laboratory, facilities such as microscopes, hand lens, weighing, thermometer,
prepared slides, test tubes, bell jar, beaker, Bunsen burner, measuring
cylinder, iodine solution, millions reagent, Sudan III solution, conical flask,
insect jar, dissecting set, photometer, spring balance filter funnels, filter
papers, pipette, microscope slides and cover slips, dissecting boards, retort
standards, wash bottles, specimen jar, test tubes should be present.
In view of this,
students and teacher do not need to wait or depend on modern laboratory
apparatus before they can carry out practical in science also many practical
textbook in biology, Chemistry and physics have suggested the use of model
specimen charts for demonstrative learning, also emphasizing the use of field
trips in teaching topics like waste management ecology, growth and development
in animals and live stocks have also been tremendously encouraged (Baja, 2004).
According to Baja (2004)
the difficulties students experience in learning the content matter of science is borne out of students ignorance in
reporting practice work in details, inadequate facilities aids in learning
biology which makes learning crucial concepts more difficult. A learner learns
more if he is given an opportunity to practice what he is being taught by
manipulating apparatus, classifying data, designing experiments, hypothesizing
to make inference and verifying results through effective validation process.
Balogun (1982) in Okechi (2014) summarized the effects of the acquisition of
practical skill in learning science as follows:
a. Development to problem solving skills and scientific attitude.
b. Scientific appreciation and renewed interest
c. Development of functional knowledge and manipulate skills; he
further stated that the acquisition of these skills in learning biology enables
the students to prepare for life.
Practical works is
important because it integrate the theory into elements of practices; this
integration of theory with practical has the advantage to solving problems in
record time, accelerating learning and simplifying theoretical ideas, of
science.
Therefore teachers
should be no longer anticipate that students will pick up scientific skills
from theoretical bases of learning alone but that deliberate efforts should be
made at developing essential practical skills through careful planning of
activity that are essential in experimental works in the teaching of practical
biology in the laboratory (Okonkwo, 2011).
Teacher’s Personality
Teacher’s personalities
cause a lot of havoc in effective teaching of biology. According to Okon (2012)
one of his definitions of personality follows that “personality is the unique
qualities of the individual and the integration of physical, mental emotional
and social qualities as manifested by the individual to other people”. Okechi
(2014) see personality as the sum total of the generally characteristics which
distinguish an individual from other persons. Also Hall and Lindsey (1957) in
Okon (2012), described personality as that term which consists of set of
valuables and descriptive variable which are used in describing an individual.
From the about it seems that the emotional state of a teacher can affects
his/her teaching adversely.
The efficiency of the
need of good characters demonstrated by Bakare, (2009) shared that “sanguine
individuals are always cheerful, heartily, outgoing, fearless and very
interested in physical pleasure” if a biology teacher possesses this type of
character there is no doubt that the teacher will achieve the aim of his lesson
with the students he is teaching. As it is said that good teachers are born and
not made. This statement is true to some extent and hinge on the personality of
the teacher.
Research showed that the
following was identified as qualities needed by a teacher:
1. Cooperative and democratic attitude
2. Kindness and consideration for the individuals’ patience.
3. Wide interest
4. Personal appearance
5. Good disposition consistent behaviour
6. Flexibility
7. Use of recognition and praise
8. Interest in students problem and
9. Unusually proficiency in teaching particular subject.
According to Onwuka
(2001), “it is they who only determine what actually is to be learned but also
largely control the learning experience that go on the classroom”. For this
reason teachers who have the personality to teach biology ot students cannot
function with a blank background. They need to have adequate knowledge about
the subject itself. If a biology teacher combines good personality traits with
good teaching methods, students’ interest achievement will be high.
Poor
background Knowledge of students
The performance of
students in sciences at the secondary school level has been poor and deplorable
over the years (Njoku: 2007). Okon (2012) opines that most schools runs short
of laboratory facilities supply and as such tend to carry out practical only
during external examination like WAEC and NECO he went further to emphasis that
students who are trained this way find it difficult to acquire basic laboratory
skills which is a sinequanon to the understanding of science and science
related concepts. Analysis of students’
performance in the science at SSCE level as noted by Okebukola (2006) findings
on factors affecting students’ performance in practical chemistry revealed such
factors as students’ participation in chemistry laboratory activities,
teachers’ attitude to chemistry as a subject and adequacy of laboratory
equipments for practical work. Regan and Childs (2003) observed that when
students were regularly engaged in practical activities they tend to have
enhanced interest, but as the frequency slowed down to no laboratory activities
for weeks, the interest also went down. Okon (2012) argued that students tend
to understand and recall what they see more than what they hear as a result of
using laboratories in the teaching and learning of science.
Lack of
students’ interest on science inclined courses:
Interest
is persisting tendency to pay attention and enjoy some activities of content
(Oforkansi:2013). Interest is an
important variable in teaching and learning–environment because when one is
interested in a subject such person is likely to devote more time until he/she
gets satisfied. Based on these,
interest is curiosity over a particular thing.
There is always individual differences in everything more especially in
learning; in order word’s student brings some differences in the classroom and
their learning abilities varies, as a result of these differences will
necessitate variation in teaching strategies for these differences in learning
process. Okechi (2014) opines that most
students develop a phobic attitude towards science education do to the fact
that they feel that science is about calculation and that the knowledge can
only be achieved through thorough experimentation which is stressing and to
demanding. Ede (2012) opines that students feel that science is all about
abstract thoughts making references to atoms, electrons, nucleus, particle.
Societal
Influence
Inherent in the meaning of
society is the fact that it is constituted by people who live in a geographical
area defined as a nation, made of social institution such as religious bodies,
political parties among others and whose members share some mutual concern or
interest, a common objective or common characteristics (Bakare :2009).
Okon (2012) reported that students tend to diverge away from courses simply
because the people who could be regarded as models in those courses or pioneers
are no body in the society. Ede (2013) opines that students do not enroll in
science education more than its neighboring courses owing to the fact that
science teachers are not given the prescribed remuneration which he mentioned
one examples like special allowances for science teachers as stipulated by the
education policy . This is the perspective in which society is viewed in the
scope of this study. According to Lipps (1999) in Evan,(2014)
interest
in science could be influenced by the recognition and value placed on knowledge
of science and its application, scientist, and science related professions by
society. When science professions are highly rewarded, people would consider it
a worthwhile profession to engage in. With enrolment in science classes,
studies have shown that the influence of society is more pronounced in girls’
decision than boys due to socio-cultural traditions. Society perceives science
- related professions as masculine and difficult (Okon :2012)
Summary of Literature Review
In
conclusion, the study of science education in our schools is to provide for
continuous human development. In
other to expose the factors which has lead to low enrolment in science
education in colleges of education in Enugu State, the literature was reviewed
under the: concept of science education, the importance of science education,
We also went further to discuss some of the factors which had lead to low
enrolment in science education in colleges of education in Enugu State as found
out by other researchers under: parental factor, qualification of teachers,
peer group influence the poor usage of the laboratory, lack of students
interest on chemistry as a subject of study, gender difference, poor method of
teaching science, Inadequate supply of science equipment, and a lot more which we are going to compare some with the present
research to sieve out the factors leading to low enrolment into science
education in colleges of education in Enugu State.
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