Competences of Basic Science and Technology Teachers in Junior
Secondary Schools for Effective Service Delivery in Bassa Area Directorate of
Education, Plateau State, Nigeria.
Dr. Mohammed Dauda Dung
Department of Integrated Science,
Federal College of Education, Pankshin, Plateau State, Nigeria.
This study investigated
the competences of Basic Science and Technology teachers in Junior Secondary
Schools for effective service delivery in Bassa Area Directorate of
Education, Plateau State. The study adopted a survey design and employed
closed ended structured questionnaire, Teacher Competence on Students
Academic Achievement in Basic Science and Technology Questionnaire
(TCSABSTQ) for data collection from respondents. The population of the study
comprised 51 Basic Science and Technology teachers in 39 Junior Secondary
Schools in Bassa Local Government Area while a sample of 20 respondents was
selected using simple random sampling technique. The instrument was
determined using test-retest reliability method with a reliability
coefficient r=0.93. Mean scores were used in answering research questions.
The study found out that most Basic Science and teachers in secondary
schools in Bassa Local Government Area were qualified and competent to teach
the subject as they mostly held B.Ed. or NCE in Integrated Science or a
Bachelor of Science with a corresponding qualification in education such as
Post Graduate Diploma in Education (PGDE). Results showed that Teachers’
competences affected students’ performance as the quality of education
students receive depends on the qualification of teachers. The study
identified inadequate workshop and training, inconsistency in Integrated
Science curriculum, lack of adequate instructional materials and inadequate
funding as the challenges faced by teachers in teaching Basic Science and
Technology in Junior Secondary Schools in Bassa Local Government Area. The
study recommended among others that teachers should be encouraged to also
register with professional science bodies such as the Science Teachers
Association of Nigeria (STAN,) and new teachers should constantly go through
in-service training, workshops and seminars to improve their pedagogical
skills and subject matter competence.
Accepted:17/10/2024
Published: 16/11/2024
*Corresponding Author
Dr.
Mohammed Dauda Dung
E-mail: dungmohamed@ gmail.com
Keywords: Teacher
Competence, Basic Science and Technology Education, Service Delivery, Junior
Secondary Schools.
INTRODUCTION
Background to the Study
Quality education is the priority
of every government that desires national development. Education is the process
of receiving or giving systematic instruction, especially at a school or
university. It is the totality of life experience that people acquire and which
enables them to cope with and derive satisfaction from living in the world. This is because it
enables them to achieve social competence and optimum individual development.
Osakwe (2010) stated that a nation cannot develop above the level of education
of its citizens. From the beginning, man has strived to improve his way and
quality of life. The early man during the medieval period discovered how to
make and use tools, developed logical sequence for activities evolved processes
that added to his life, the totality of the use and application of his
knowledge, skills tools and materials constitute what is described today as Science and Technology (Eze and Obeta, 2010).
Science and Technology is indispensable for any meaningful national development. Hence
science education needs to be taken serious. Science is relevant to humanity.
It is the systemic application of knowledge that not only brings modernity to
man and his environment but also gives mankind the ability to explain everyday
phenomena and develop technologically. In this 21stcentury when the whole world
is fast becoming a global village, the study of science and technology becomes
mandatory. This is because the growth of any nation economically, socially and
politically is determined to a great extent by its advancement in science and
technology (Osuala, 2012).
The system
of education in Nigeria
comprises the nine
years basic education consisting of six years primary education and three years
junior secondary education introduces
science education to pupils and students through basic science (formerly
primary science in primary schools and Basic Science and
Technology in Junior Secondary School). Basic science is the gate
way to main science subjects such as chemistry, physics and biology among
others. The science studied at the basic level aims to prepare students for the
core science subjects at the senior secondary and higher institutions. The aims
and objectives of basic
science [U1]as stipulated in the National
Policy on Education are to enable learners to: Develop interest in science and
technology; Acquire basic knowledge and skills in science and technology; Apply
their scientific and technological knowledge and skills to meet societal needs;
Take advantage of the numerous career opportunities offered by science and
technology and Become prepared for further studies in science and technology
(FRN, 2013). In 1977, the first National policy on Education divided the
existing five-year Secondary School into six –year Junior Secondary School
system consisting of three –year Junior Secondary School and three year Senior
Secondary School in the 6-3-3 year system of education. In the three-year of
Junior Secondary School (JSS) in Nigeria, almost all science and technical
subjects are integrated together and called Basic science and Technology. The mastery of a subject is determined by
the achievement of the students in such a subject at a prescribed examination (Adedayo,
2010). Any interactive activity between
a teacher and the students is expected to produce learning outcomes in the
learners (Ango, 2010). When such
an activity failed to produce a change in behaviour (learning) in the learners,
then, there is a problem. One of such resultant problems is students’
involvement in examination malpractice (Ajayi, 2018).
Examination
has been generally accepted as the best means of assessment. It is a formal
test of knowledge or ability (Furrugia, 2017). In fact, in a school setting,
examination is a means of evaluating the quantity of knowledge a student has
acquired within a specific period of time. Adekunle (2017) sees examination as
an instrument used for the assessment of individual skills and
knowledge-content, both in general and specific area of study. Unfortunately,
in spite of the relevance of examination in assessing students’ academic
achievement, examination has become ineffective as all forms of malpractice
have been introduced into the system. Adesina (2020) traced the history of
examination malpractice in Nigeria to 1914. When there was a leakage of the
Cambridge examination, since then, cheating became widespread in schools. Since
then, students’ dependence on examination malpractice has been on the increase
as students fail to master the subject hence seeks alternative means (Goldhaber
& Brewer,
2012).
The achievement of students in basic science and science generally is a
major concern to science educators. Sakiyo & Sofeme (2018) noted that students’ achievement in science subjects is
low in both national and state examinations. A number of reasons can be identified
to be accountable for the poor achievement of students in basic science. These
include teachers’ competence, the science curricula, teachers’ methods of
teaching, parents, government, lack of science facilities and others (Ahiakwo,
2013). According to Ango (2020), students’ poor achievement in basic science
globally is basically due to lack of competent teachers which gives rise to
other challenges such as poor teaching methods, poor subject matter knowledge
and poor pedagogical skills among others. The impact of the teachers’
competence and qualification on the achievement of the students is germane and
cannot be overemphasized (Seweje & Jegede, 2015). Teachers
are the facilitators who are to impact into students the concepts expected to
be learnt. However, Nwagbo (2015) and Olarewaju (2016) were of the opinion that
ignorance of the teachers or neglect to pursue excellence and competence in the
career grossly contribute to students’ low achievement in basic science leading
to students’ involvement in various acts of examination malpractices.
Teacher competence is a broad concept that encompasses the knowledge,
skills, and attitudes that enable teachers to effectively plan, implement, and
assess teaching and learning. It is a complex and multifaceted construct that
is influenced by a variety of factors, including teacher training, experience,
and personal dispositions. In the context of basic science education, teacher
competence is particularly important for ensuring that students develop a deep
understanding of scientific concepts, principles, and processes. A number of
studies have shown that teacher competence has a significant positive impact on
student’s learning outcomes in basic science
education. For example, a meta-analysis of 50 studies revealed that teachers with higher levels of competence were more likely to have
students who achieved higher scores on standardized tests of science knowledge
and skills (Hattie, 2013). Similarly, a study of over 1,000 students in Nigeria
found that students who had teachers with higher levels of competence in
science were more likely to report positive attitudes towards science and to
intend to pursue careers in science (Okeke, Nwafor and Onuka, 2018).
The teacher is the major manpower saddled with the responsibility of
impacting the concepts considered fundamental to basic science and technology
through the teaching of these basic concepts at the Junior Secondary School
level. This was why Adeniyi (2018) noted that a country’s manpower development
depends on the quantity of her well-qualified teachers. As stipulated in the
Nigeria National Policy on Education (2013), basic scienceteaching at the Secondary School level is meant to develop essential
scientific skills in the learners so as to prepare them for senior secondary
sciences, industrial and technological application in order to stimulate and
enhance creativity in them. These laudable objectives would not be realized
when the students are taught by incompetent teachers. Such teachers would not
be able to properly and adequately disseminate the concepts to the students.
The competence of basic science teachers in this regards would be of
immeasurable value. In view of the above background the researcher deems it fit
to survey competence among basic science teachers in Junior Secondary Schools
for effective service delivery in Bassa Area Directorate of Education, Plateau
State.
Statement
of the Problem
In spite of
the pivotal role of basic
science [U2]as a core science subject in
Nigeria senior secondary science curriculum, over the years, the problem of
under achievement of science students in the subject has remained a major
general problem. For example, the National Examination Council (NECO) reported
massive failure in basic science in the Basic Education Certification
Examination (BECE) examination over the years (Olurande, 2021). Olorunde also
attributed students’ failure to incompetent teachers and further posit that
incompetent teachers give rise to exams malpractices among students. The major
forms of examination malpractice reported are: Impersonation; bringing in
foreign materials (books, calculator); substituting worked scripts, stealing,
converting, misappropriating scripts; collusion in the examination hall
(copying); mass\organized cheating involving assistance from teachers and
outsiders; and insult\assault on supervisors\invigilators (Oluyeba & Daramola, 2020). This trend in
examination malpractices is inimical to academic development and advancement
and needs to be drastically addressed.
Many
researchers in Nigeria have conducted series of researches to actually find out
what could be responsible for the problem. Factors such as teachers’
incompetence, lack of adequate laboratory equipment, ineffectiveness and lack
of teaching proficiency of teachers, and school factors among others have been
identified as major causes of underachievement of science students in basic
science. Despite all these efforts, the poor achievements of students still
exist. However, little emphasis has been laid on how competence impact
effective service delivery among basic science teachers. This study therefore
seeks to explore how competence among basic science teachers affects the
effectiveness of their service delivery.
Aim of the Study
The aim of
the study is
to survey [U3]competence
among basic science [U4]teachers
in Junior Secondary Schools for effective service delivery in Bassa Area
Directorate of Education, Plateau State, Nigeria.
Determine the competences of Basic Science and
Technology
teachers in junior secondary schools in Bassa Area Directorate of
Education, Plateau State, Nigeria.
Ascertain the
influence of
competence of Basic Science and Technology teachers on students’ academic
performance in junior secondary schools in Bassa Area Directorate of
Education, Plateau State, Nigeria
Identify the challenges faced by
teachers in teaching Basic science and
Technology in
senior secondary schools in Bassa Area
Directorate of Education, Plateau State,
Nigeria.
Research
Questions
In
order to guide the researchers to achieve the objectives of
the study, the following research questions were raised:
What is the status and academic
qualification of Basic Science and
Technology
teachers in junior secondary schools in Bassa Area Directorate of
Education, Plateau State?
What is the influence of competence of Basic Science and
Technology
teachers on students’ academic performance in junior secondary schools in
Bassa Area Directorate of Education, Plateau State?
What are the challenges faced by
teachers in teaching Basic Science and
Technology in Senior Secondary Schools in Bassa Area Directorate of Education,
Plateau State?
Hypothesis
The
following hypothesis was formulated and tested at 0.05 (5%) level of
significance:
H0: There is no significant
relationship between basic science and technology teachers’ competence and students’
academic achievement in junior secondary schools in Bassa Area Directorate of
Education, Plateau State.
METHODOLOGY
The research design adopted for the study was the descriptive survey
research design. Thus, the researcher employed it because of the large
population involved in the selected study area and it was a convenient design
which is suitable. The justification as observed by Onoja (2004) is that a
large population with variables that cut across peculiarities of a target
population can adopt the survey research. As such, large populations with
variables that are prominent and cut across peculiarities of the target
population were involved in this study.
The population for the study comprised all
teachers of basic science and technology in
Secondary Schools in Bassa Area Directorate of Education, Plateau State. Bassa
Area Directorate of Education, Plateau State has thirty nine (39) Secondary
Schools with 61 basic science teachers. The
sample size for the study consists of 20 basic science and technology teachers selected fro ten secondary schools
in Bassa Area Directorate of Education, Plateau State. The research instrument
was a questionnaire titled, Teacher Competence on Students Academic Achievement
in Basic Science and Technology Questionnaire (TCSABSTQ). The structure of the questionnaire is
closed-ended questions, with 4- point (strongly agree, agree, disagree and strongly disagree). The
questionnaire contained two sections A and B. Section A sought respondents’ bio-data while
section B contained
the items statements. The items in the
instrument were sourced from literature that discussed effect of teacher
qualification on students’ achievementas well as
information from the Nigerian Teachers’ Professional Standards. The questionnaire was developed subjected to expert judgment from
three other experts in research measurement and evaluation for correction and
validation while the reliability
of instrument was establishedthrough Cronbach’s Alpha. The reliability coefficient was 0.90. The data collected through the questionnaire
were carefully collated and the results obtained were organized, and presented in tables. Mean
scores were used in answering research questions while Chi-Square test of
independence was used in testing research hypothesis. The results were
computed using SPSS version
25.
RESULTS
Research Question 1: What are the qualifications of teachers in secondary schools
in Bassa Area Directorate of Education, Plateau State?
Table 1: Educational
Qualification of Respondents
Option
Frequency
Percentage (%)
NCE
13
65
HND
0
0
B.A,
B.Eng., B.Sc, B.Ed
6
30
M.A,
M.Eng, M.Sc.M.Ed
1
5
Total
20
100
Table 1 Shows the Educational Qualifications of Respondents. From the table, 13 respondents representing 65% of the
total respondents were NCE holders, 6 respondents (30%) were First Degree (B.A,
B.Eng., B.Ed.) holders while 1 respondents (5%)
were Masters Degree (M.A, M.Eng, M.Sc.M.Ed) holders.
Table 2:
Registration of Teacher with TRCN
Option
Frequency
Percentage (%)
Registered
8
40
Not
Registered
12
60
Total
20
100
Table 2 shows the Registration of Teacher with TRCN. The data revealed
that eight respondents representing 40% of the
total respondents were registered with the Teachers’ Registration Council of
Nigeria (TRCN) while 12 respondents representing 60 of total respondents were
not registered with TRCN.
Table 3:
Years of Teaching Experience
Option
Frequency
Percentage (%)
0 – 5
years
3
15
6 – 10
years
4
20
11 –
15 years
7
35
16 –
20 years
4
20
Above
20 years
2
10
Total
20
100
Table 3 shows the Years of Teaching Experience. The data revealed that 3
respondents representing 15% of the total respondents had 0 – 5 years teaching
experience, 4 respondents representing 20% of total respondents had 6 – 10
years teaching experience, 7 respondents (35%) had 11 – 15 years teaching
experience, 4 respondents (20%) have teaching experience while 2 respondents
(10%) had over 20years teaching experience.
Table 4:
Years of teaching in present school
Option
Frequency
Percentage (%)
0-5
years
7
35
6 – 10
years
3
15
11 –
15 years
4
20
16 –
20 years
3
15
Above
20 years
3
15
Total
20
100
Table 4 shows the years of the teaching in present school teachers’
responses to years of the teaching in present school. The responses
indicatesthat 7 respondents
representing 35% of the total respondents had been teaching in their present
school for 0 – 5 years, 3 respondents representing 15% of total respondents
have been teaching in their present school for 6 – 10 years, 4 respondents
(20%) have taught in their present schools for 11 – 15 years, 3 respondents
(15%) have been teaching in their present school for 16 – 20 years while 3
respondents (15%) have been teaching in their present school for over 20years.
Table 5:
Attendance of Workshop
Option
Frequency
Percentage (%)
Have
attended science teachers workshop in the last one year
4
20
Have
not attended science teachers workshop in the last one year
16
80
Total
20
100
Table 5 shows responses for teachers’ attendance of workshop. The table
shows that 12 respondents representing 20% of the total respondents have
attended science teachers’ workshop in the last one year while 16 respondents
representing 80% of total respondents have not attended science teachers
workshop in the last one year.
Research Question Two: What is the influence of competence of basic science
teachers on students’ academic performance in junior secondary schools in Bassa
Area Directorate of Education, Plateau State?
Table 6:
Mean score of theeffect of competence of Basic science and Technology teachers on students’ academic performance in junior secondary
schools
ITEM
SA
A
DA
SD
Total
Freq.
Total
Score
Mean
Score
Remark
6. The
quality of education students receive depends on the competence of
teachers.
4
9
4
3
20
52
2.60
Accepted
7.
Teachers’ competence in subject matter knowledge, in basic science is a good
predictor of students’ academic achievement
4
7
5
4
20
51
2.55
Accepted
8. The
performance of students in basic science is determined by the competence of
teachers
7
8
4
1
20
61
3.05
Accepted
9.
Students taught by more competent and experienced basic science teachers
perform well academically.
6
10
3
1
20
61
3.05
Accepted
10.
Students will understand better and achieve more in basic science if taught
by competent teachers.
7
8
3
2
20
60
3.0
Accepted
From Table 6 , analysis of data shows
that item 6 has a mean score of 2.60. Since this score is above the criterion
mean (decision rule) of 2.5, the researcher therefore, accepts that the quality
of education students receive depends on the competence of teachers. Item 7 has a mean score of 2.55. This score
is above the decision rule (criterion mean score) of 2.5; the researcher
therefore, accepts that teachers’ knowledge of specific subject matter,
particularly in basic science is a good predictor of student achievement.Item 8 have a mean score of 3.05. This score
is the criterion mean score (decision rule) of 2.5; the researcher therefore,
accepts the notion that the performance of students in basic science is
determined by the competence of teachers.Item 9 has a mean score of 3.05.
This score is above the criterion mean (decision rule) of 2.5; the researchers
therefore, accept the notion that students taught by more competent and
experienced basic science teachers perform well academically. Item 10 have a
mean score of 3.00. This score
is above the criterion mean (decision rule) of 2.5; the researcher therefore,
upholds the notion that students
will understand better and achieve more in basic science if taught by competent
teachers.
Question
Three: What are
the challenges faced by teachers in teaching Basic science in senior Secondary
Schools in Bassa Area Directorate of Education, Plateau State?
Table 7: Mean score of challenges faced by teachers in teaching
Basic science
ITEM
SA
A
DA
SD
Total
Freq.
Total
Score
Mean
Score
Remark
11.
Inadequate workshop and training affects the effectiveness of basic science
teachers
7
9
2
2
20
61
3.05
Accepted
12.
Inconsistency in basic science curriculum is a challenge affecting the
performance of basic science teachers.
5
7
5
3
20
59
2.95
Accepted
13. Lack
of adequate instructional materials is a major challenge impeding against the
effective teaching and learning of basic science in secondary schools.
7
8
3
2
20
60
3.00
Accepted
14.
Inadequate infrastructural materials such as basic science laboratory and
equipments have negative effects on the teaching and learning of basic
science.
9
6
4
1
20
63
3.15
Accepted
15.
Inadequate funding impedes the teaching and learning of basic science.
6
9
4
1
20
60
3.00
Accepted
From Table 7, analysis of data shows that item 11 has a mean score of
3.05. Since this score is above the criterion mean (decision rule) of 2.5, the
researchers therefore, accept that inadequate workshop and training affects the
effectiveness of basic science teachers. Item 12 has a mean score of 2.95. This score
is above the decision rule (criterion mean score) of 2.5; the researchers
therefore, accept that inconsistency in basic science curriculum is a challenge
affecting the performance of basic science teachers. Item 13 have a mean score
of 3.00. This score is above the criterion mean score (decision rule) of 2.5;
the researchers therefore, accept the notion that lack of adequate instructional
materials is a major challenge impeding against the effective teaching and
learning of basic science in secondary schools. Item 14 have a mean score of 3.15. This score is above the
criterion mean (decision rule) of 2.5; the researchers therefore, accept the
notion that inadequate infrastructural materials such as basic science
laboratory and equipments have negative effects on the teaching and learning of
basic science. Item 15 have a mean score of 3.00. This score is above the criterion mean (decision rule) of
2.5; the researcher therefore, upheld the notion that inadequate
funding impedes the teaching and learning of basic science.
4.2
Hypothesis
The following hypothesis was tested at 0.05 (5%) level of
significance:
H0:
There is no
significant relationship between Basic Science and Technology teachers’ competence and students’
academic achievement in junior secondary schools in Bassa Area Directorate of
Education, Plateau State.
Table 8:
Chi-Square Test for relationship between Basic Science and Technology teachers’ competence and students’ academic achievement in junior
secondary schools in Bassa Area Directorate of Education, Plateau State
Cell
Fo
Fe
df
t. Significant
_X2Cal
X2Critical
Decision
1
7
20.44
2
8
19.00
3
4
15.44
4
1
6.00
5
6
20.44
6
10
19.00
6.0
0.05
56.81
12.592
H0 Rejected
7
3
15.44
8
1
6.00
9
7
20.44
10
8
19.00
11
3
15.44
12
2
6.00
Table 8indicates that at df = 6 and α-0.05 level of
significance, the chi-Square calculated value is greater than the chi-square
critical value that is (X2-calc. = 56.81> X2 – Crit. =
12.592). The researcher therefore rejects the null hypothesis and accepts the
alternative hypothesis. There is therefore sufficient evidence to conclude that
there is
significant relationship between basic science teachers’ competence and
students’ academic achievement in junior secondary schools in Bassa Area
Directorate of Education, Plateau State.
DISCUSSION
Findings from the study revealed
that most basic science teachers in secondary schools in Bassa Area Directorate
of Education, Plateau State are qualified to teach the subject as the mostly
hold in B.Ed. or NCE in
Basic science or hold a Bachelor of Science in Basic science with a
corresponding qualification in education such as Post Graduate Diploma in
Education (PGDE). Further buttressing the finding on teachers’ qualification,
the study found out that most basic science teachers are registered with the
Teachers Registration Council of Nigeria (TRCN). Despite most teachers
qualifying to teach basic science, the study however revealed that most
teachers don’t have opportunity for in-service training through workshop,
conference or seminar in past one year. Upon further discussion with some
teachers that responded to questionnaires, it was gathered that most of the teachers that indicated that they
have been through training in the past one year mostly attended internal
workshops organized by a few schools. These findings agree with TRCN (2020) who
posit that as at November 2020, most practicing teachers have registered and
their qualifications verified. Furrugia(2017)
perceived a professional teacher as one who possesses professionally based
knowledge in the theory and practice of education as well as find job
satisfaction in the belief that he/she is making an important contribution to
the social, cultural and economic development of his/her country. Such a
teacher should equally, be able to understand students’ abilities to exploit
educational benefits of the social context within which he/she lives.
In research
question two (Table 7) the
study sought the effect of competence of basic science teachers on students’
academic performance in junior secondary schools in Bassa Area Directorate of
Education, Plateau State. It was gathered that the quality of education
students receive depends on the competence of teachers. This agrees with the
popular saying that no nation can rise above the quality of its teachers.
Teachers are the primary implementers of the curriculum, therefore, no matter
how relevant the curriculum objectives of any system of education is, its
effective implementation and achievement rests to a large extent on the quality
of its teachers. This finding agrees with Anderson (2009) who stressed that educators have come
to realize that many meaningful improvements in the quality of education that
students receive are highly dependent on the quality of teachers. The study also found out that teachers’ knowledge
of specific subject matter, particularly in basic science is a good predictor
of student achievement. This agrees with Schofield (2014) who opined that
teachers’ subject-matter knowledge is considered as a measurable performance
indicator for assessing basic science teachers’ performance. A teacher must
himself properly understand the concepts of a topic or subject in order to
effectively inculcate such knowledge to students. The performance of students in
basic science therefore is determined by the competence of teachers. Another
teacher competence factor that affects students’ performance is teaching
experience of the teacher. Teacher’s teaching experience is positively correlated
with learning outcome of students. Teachers with good teaching experience tend
to be better than beginners in most cases. This because the experience gained
over numerous years of teaching improves their subject matter knowledge as well
as pedagogical skills. Students, therefore, will understand better and be more
competent in basic science if taught by qualified teachers.Monk
(2014) finds a strong correlation between teacher subject matter preparation in
mathematics and student success for both low and high scoring students.
The study identified the challenges faced by teachers in teaching Basic
science in junior Secondary Schools in Bassa Area Directorate of Education,
Plateau State. (Table 8). The findings indicate that
inadequate workshop and training affects the effectiveness of basic science teachers. Some teachers in secondary schools
have never gone through any in-service training since they were employed. This
affects their effectiveness as there is need for consistent training and
re-training to update their pedagogical skills. Research is consistently
discovering newer and more effective methods of teaching, especially in
science; therefore teachers also need to update their knowledge constantly. The
study also identified inconsistency in BasicScience and
Technology curriculum as a challenge affecting the performance of basic science
teachers. Secondary school basic science curriculum
has been slightly changed more than 3 times from 2004 till date (Akinlaye,
2013). However, as the curriculum is being modified, corresponding teacher
training, motivation and needed instructional materials are not provided. The
resultant effect is reluctance on the part of teachers to fully implement the
curriculum which in turn affects students’ achievement negatively. Lack of
adequate instructional materials is another major challenge impeding against
the effective teaching and learning of basic science in secondary schools. Most schools do not
have relevant facilities and instructional materials needed to teach most
topics in basic science. This
agreed with the findings of Kamar (2007) which revealed that lack of
instructional materials, laboratory equipment, chemicals and laboratory
assistant are reported by teachers as the major constraints militating against
the conduct of practical work in basic science. The subject is taught using chalk and ‘talk method’ with little or no
practical sessions due to inadequate laboratory resources and instructional
materials. This affects teachers’ and students’ performance in the subject negatively.
Inadequate funding was also found to impedes the teaching and learning of basic
science. Without adequate funds, the
needed instructional materials cannot be purchased. Even in situations where
teachers are expected to improvise instructional materials, funds are needed,
however, in most schools, funds are not provided for these purposes. On poor
funding Puyate (2013) maintained that such is responsible for non-availability
of instructional materials which affects the running of basic science programmes.These findings agree with Ajayi (2018)
who listed challenges in curriculum content, teaching Methods, teacher’s
quality, negative attitudes of students towards basic science, inadequate
teaching materials and poor funding as challenges facing the teaching and
learning of basic science in most secondary schools in Nigeria.
CONCLUSION
This study on the competence of basic science
teachers in Junior Secondary Schools (JSS) underlines the critical link between
teacher qualifications and effective science education. Competent teachers
foster a positive learning environment, utilize engaging instructional methods,
and possess a deep understanding of the scientific concepts they are teaching.
This directly translates to improved student performance in basic science
subjects.
The study identified areas where teacher
competence needs improvement. Challenges such as inadequate numbers of
qualified teachers, insufficient funding for resources, and a lack of
in-service training can all hinder teachers' ability to deliver effective
science lessons. These limitations can restrict teachers from implementing practical
activities, staying abreast of scientific advancements, and employing
innovative teaching strategies.
To ensure
effective service delivery and cultivate a generation of scientifically
literate students, it is imperative to address these challenges. Targeted
interventions such as increased recruitment and training programs for science
educators, along with improved funding for laboratories and equipment, can
significantly enhance teachers' competence and empower them to inspire a love
of science in their students.
In order to
achieve the laudable aims and objective of Basic science at the senior
secondary school level, teachers must be academically and professionally
qualified. Teacher qualification determines the quality of instruction students
receive. Qualification, competence and appropriate in-service training for
teachers of Basic science will go a long way to enhance the achievement of the
educational objectives of basic science as stipulated in the National Policy on
Education (2013). The researcher strongly believes that if the findings and
recommendations of this work are applied in the Basic Science and
Technology classroom,
students’ academic performance will improve significantly.
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Cite
this Article:Dung, MD (2024).
Competences of Basic Science and Technology Teachers in Junior Secondary Schools
for Effective Service Delivery in Bassa Area Directorate of Education,
Plateau State, Nigeria. Greener Journal of Educational
Research, 14(1): 99-107, https://doi.org/10.15580/gjer.2024.1.101624131.
