ABSTRACT

        This study was carried out in order to determine the factors militating against the effective teaching of science in some selected schools in Egor LocalGovernment Areaof Edo State.

        It was born out of the fact that science teaching in primary schools is highly neglecter. The investigation so far carried out covers four primary schools in the locality.

        The findings were based on four basic research questions.

(1)Lack of laboratories and lack of instructional materials

(2)Pupils attitude towards the subject (science) affects their performance

(3)Teachers teaching methods in science affect pupils performance

(4)Teachers qualification also affect the pupils performance in science,

From the research question it was discovered that the following factors absence of laboratories and lack of instructional materials limited and incompetent teachers of the subject were found to be responsible for the inefficient teaching of science in schools. 

TABLE OF CONTENT

Title page                  

Abstract    

Table of content

CHAPTER ONE  

Introduction

Statement of problems

Research question

Hypothesis

Purpose of the study

Significance of the study

Scope of the study

Limitation of study

Definition of terms

CHAPTER TWO

Irregularity and unpunctuality to class

Neglecting of practical work in science

Lack of proper attention at home

Attitude of head master, teachers and pupils toward the teaching of science

Unqualified teachers and shortage of science equipment   

Teaching profession not been motivated

No proper planning of lesson

No provision of incentive to both pupils and teachers

Summary of literature

CHAPTER THREE        

Designed of the study

Sampling procedure

Sampling population

Research instrument

Data collection

Data analysis

CHAPTER FOUR         

Analysis of data

Summary of analysis of data 

CHAPTER FIVE 

Finding, recommendation and conclusion

REFERENCE      

APPENDIX         

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

     When we look around we cannot but admire the work of science as the clothes we put on, the house we lives in, the pen use in writhing, the cooker we watch, the steer we play, the pipe borne water, the motor car we drive, the medicine we drink, the are propane that flies, the book we read, the chalk we write with, the industries we work in, the electricity we use e.t.c

      According to Joseph (1966) science is a perception of the mind where by an infinitive idea develops into a form that eventually beats man’s imagination and ingenuity

   Nigeria as a developing nation is not exempted from the for industrialization despite the country’s buoyancy in mineral resources, she is still learning from countries like united kingdom and united state of America the society is productively hand capped by low level of technology, yet Nigeria has a high taste for luxuries, hence cannot but learn from developed countries for commodes this so because she lack scientific inventions this has gone a long way to hamper the countries economic growth over the years in search of economical and technological satisfaction, Nigeria now encourages the study of science anf technology in schools

    The national policy on education is now geared towards reflecting the nation need science is important in our modern industries, it is fundamental to boldly and mental health it has revolutionaries  our look on the universe, it has freed us from haunting fears and has influence our fundamental philosophies according to Abubakar (1972) “the pursuit of science is imperative for any nation that want to maintain its independence and sovereignty, ensure growing prosperity and hold up its ahead among civilized nations” science has come to stay in this country but the way and manner it is taught has a lot to do in teaching any particular subjects a number of strategies or methodology are often employed according to Thompson (1962) “teaching are those techniques used by the teacher as the most efficient means of achieving the teaching goals”

    In the Nigeria national policy on education (1981) it stated that school education should “equip pupils to live attentively in our modern age of science and technology” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its scientific and technological process, one major educational problem is preparing the young people to cope with the intellectual and cultural environment characterized by rapid changes” in order for pupils to understand this rapidly, scientific and technological society, it is assumed that these young people should have some basic understanding for the science

     Experimental science is one of the most recently included subject content of the curriculum science it inclusion, science has continued to occupy its separate place and some time, it is of ten neglected in some schools even where the various branches of science are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give science subject their role in education note much has been achieved in some selected schools in Egor Local Government Area of Edo state the effect of the deficiency in teaching science in schools are particularly evident in developing countries such as Nigeria

STATEMENT OF PROBLEM

(1)        To which extent has the number of pupils per class in Nigeria which is too unwieldy affect the effective teaching of science

(2)        In what way does in adequate use of specimens material and diagrams makes ineffective the teaching of science

(3)        Could lack of improvised teaching and by teacher cause ineffective teaching which lead to the pupils poor performance in science

(4)        Can bad attitude of teachers towards work affect the effective teaching of science

(5)        Could lack of practical work causes ineffective teaching of science

RESEARCH QUESTION

(1)        How does lack of laboratories and lack of instructional material affect the effective teaching of science?

(2)        How does pupil’s attitude towards the subject (science) affect their performance in the teaching of science?

(3)        Does teacher’s qualification also affect pupils performance in effective teaching of science/

(4)        How teacher dose’s teaching methods in science affects pupil’s performance ineffective teaching of science?

 HYPOTHESIS

The ineffective teaching of science schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it

(1)        Lack of laborites and lack of instructional materials

(2)        Pupils attitude towards the subject (science) affects their performance

(3)        Teacher’s qualification also affect the pupils performance in science

(4)        Teacher’s teaching method in science affect pupils performance

(5)        With answers to the above, the researcher has it in mind that there is going to be a total change in the teaching of science

PURPOSE OF STUDY

The purpose of this study is to find out the problem militating against the teaching of science the schools

SIGNIFICANCE OF STUDY

The teaching of science has not been as effective as it output to be is easily of pupils in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested

   The importance of science in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of science would be lacking at the primary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of science is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a science culture oriented society which will augur well for the healthy development of the nation

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