COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
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AN EXAMINATION OF PRACTICAL ACTIVITIES AND ITS EFFECT ON STUDENTS ACADEMIC INTEREST OF BASIC SCIENCE IN JUNIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The progress of any nation is evident in its social, economic, and political development, significantly influenced by human activities in the natural environment. These activities are closely tied to science and its technological applications (Famakinwa, 2014). Science plays a crucial role in the advancement of nations striving for technological growth. Its importance and relevance to life and society have led to its prominent position in education. Understanding fundamental scientific principles is essential for progress in various fields, including medicine, forestry, agriculture, biotechnology, and nursing. Science serves as the foundation for scientific and technological advancements, contributing to national growth. Introducing Basic Science at the lower primary school level helps students develop essential skills, understand key concepts, grasp fundamental principles, and explore important theories. This foundation prepares them to tackle future challenges in science subjects with confidence.
Science education aims to cultivate individuals who can address challenges and contribute meaningfully to the community. These individuals are expected to be independent, confident, and self-reliant. Science and technology underpin progress in almost every human endeavor. To achieve these objectives, organizations in Nigeria, such as the Science Teachers Association of Nigeria (STAN) and the Nigerian Integrated Science Project (NISP), assess and enhance the various curricula used in the country’s educational system. These curricula have clear objectives that must be met to ensure effective science education and the achievement of national goals. Attaining these objectives greatly depends on the dedication of classroom educators.
A recent study by Nwagbo (2021) highlighted various factors contributing to limited skill acquisition among secondary school students, leading to subpar academic performance. One key factor is the instructional techniques used by educators. In a study by Okoli (2006), it was noted that many science teachers prefer traditional teaching methods, such as expository lectures, over more interactive and student-centered approaches like inquiry-based learning, discovery-based learning, and investigative laboratory methods. Nwagbo (2021) also pointed out the limitations of teacher-centered approaches in education. These methods, where the teacher is the sole source of knowledge and students are passive learners, have been found ineffective in improving academic performance or fostering positive attitudes towards subjects like biology. According to Obiekwe (2018), science instruction in Nigerian secondary schools often relies on traditional lecture-style teaching, rather than incorporating practical activities that enhance teaching and learning. This approach fosters detachment, reducing student engagement and leading to rote memorization.
Engaging in practical activities in Basic Science allows students to interact directly with the subject, moving beyond theoretical learning. Nzewi (2018) emphasized the importance of incorporating practical activities into teaching, highlighting how they make learning more tangible and less abstract for students. By engaging students in hands-on, mind-on activities and using various instructional materials and equipment, educators can create a more interactive and engaging learning environment. Nwagbo (2021) suggests that incorporating practical activities into Basic Science teaching should be standard to equip students with the knowledge, skills, and competencies needed to meet the scientific and technological demands of the nation. The ongoing pursuit of effective teaching methods in Basic Science remains crucial, as practical activities are the foundation for scientific inquiry and the cultivation of intellectual skills and attitudes necessary for understanding science concepts.
Despite extensive efforts to enhance science education in Nigerian secondary schools, students’ performance in science subjects remains unsatisfactory. This situation highlights the need for more effective teaching techniques. It is imperative to explore alternative teaching methods to address this issue. In Nigeria, numerous studies have explored the effectiveness of practical activities on students’ learning outcomes, providing valuable insights into the topic. Based on the aforementioned, this study seeks to examine the effect of practical activities on students’ academic interest in Basic Science in junior secondary school.
1.2 Statement of the Problem
The Basic Science curriculum, previously known as Integrated Science, is designed to be child-centered, emphasizing the process of learning science over merely acquiring knowledge (Olarewaju, 2014). Teachers are encouraged to involve students actively in learning, but in practice, however few Basic Science lessons utilize student-centered approaches like practical activities. Instead, most lessons follow a teacher-centered approach (Saroja & Wan Zi Chan, 2019). This preference stems from teachers’ beliefs and their own educational experiences (Jones & Wyse, 2018). While teacher-centered approaches can yield high academic achievements, it’s crucial to consider students’ emotional engagement, which boosts their intrinsic motivation, interest, commitment, enjoyment, and creativity in science (Woolnough, 2014).
The adoption of a teacher-centric method to teaching fundamental science topics has resulted in a significant decline in students’ interest in Basic Science at the Junior Secondary School levels. Furthermore, this has had a negative impact on their academic achievements, leading to a lack of motivation in pursuing science-related subjects at the higher level of study. A limited number of Basic Science lessons are taught utilising student-centered approaches, as advised by the Basic Science curriculum planners, such as engaging in ‘hands-on and minds-on activities'(Jones & Wyse, 2018).
These techniques aim to instill in students the essential elements of science education, including the cultivation of skills, knowledge, and attitude. This can be achieved through the implementation of practical and engaging activities, which, if incorporated by instructors as a teaching method in Basic Science classes, could lead to improved academic performance and the development of a positive attitude towards the subject among Junior Secondary School students(Odutuyi, 2019).
This study suggests that interactive engagement methods, such as practical activities, can be effective without requiring expensive materials. Given this, a survey will conducted to examine practical activities and its effect on students academic interest of basic science in junior secondary school.
1.3 Objectives Of The Study
The overall aim of this study is to examine practical activities and its effect on students academic interest of basic science in junior secondary school. Hence, the study will be channeled to the following specific objectives;
1.Assess the level of academic interest of junior secondary school students towards basic science subjects.
2.Assess the impact of practical activities on students academic interest towards basic science subjects.
3.Assess the challenges affecting the implementation of practical activities in basic science in junior secondary school.
4.Proffer strategies for enhancing the effectiveness of basic science practical activities in improving students’ academic interest.
1.4 Research Questions
The study will be guided by the following questions;
What is the level of academic interest of junior secondary school students towards basic science subjects?
What is the impact of practical activities on students’ academic interest towards basic science subjects?
What challenges affect the implementation of practical activities in basic science in junior secondary schools?
1.5 Research Hypothesis
Ho: Practical activities have no significant impact on students’ academic interest towards basic science subjects.
Ha: Practical activities have a significant impact on students’ academic interest towards basic science subjects.
1.6 Significance of the Study
This study will help teachers to understand the impact of practical activities on students’ academic interest. From the findings, teachers will be able to understand the need of hands on and minds on activities. Additionally, teachers will be able to understand the different ways in which students learn and how practical activities are important in student learning.
It is also expected that the study will be of substantial significance to researchers who wish to embark on further research on effect of Basic science practical activities on academic interest of students and fill the research gaps.
1.7 Scope Of The Study
The scope of this study boarders on practical activities and its effect on students academic interest of basic science in junior secondary school. However the study will be delimited to some selected junior secondary schools in Ado Odo Ota LGA Ogun state.
1.8 Limitations of the Study
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.
1.9 Definition of Terms
Practical Activities: Hands-on, experimental activities conducted in a laboratory or classroom setting aimed at teaching scientific concepts and principles.
Academic Interest: level of enthusiasm, motivation, and curiosity that students exhibit towards learning and engaging with academic subjects.
Basic Science: The branch of science education in junior secondary schools that covers fundamental scientific concepts and principles from biology, chemistry, physics, and earth sciences.